Midwest Regional Comparative and International
Society 2010 Conference
“Globalizing Curriculum across
University Disciplines”
ABSTRACTS
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Midwest Regional Comparative and International
Society 2010 Conference
“Globalizing Curriculum across
University Disciplines”
Friday, October 29, 2010
Keynote Speaker
1:30 – 2:00 PM (Room 310 A/B)
Dr. Stephen Burwood
Director of International Programs
Eastern Michigan University
Boone Hall 103
Ypsilanti, MI 48197
(734) 487-9157
Internationalizing History: National Self-Identity vs. the Global Village
History, more than most academic disciplines in higher education, is conceived and practiced differently
depending where you find yourself in the world. This address will explore some of the different ways in which history
is viewed and valued. In all countries, one of the major purposes of history is to conserve (and burnish) a sense of
national identity and pride. Such an identity is as much a function of relations with other national entities as it is with
internal factors. Efforts to internationalize history in the universities are complicated by this reality. Using the
imperfect efforts of the American Historical Association to address the problem, the paper will speculate on what is
necessary to carry forward the project to internationalize the historical profession and the practice of history in the
universities of the world.
Concurrent Sessions I
2:10 PM – 3:20 PM
Room 302 (2:10 – 3:20)
BROADENING ACADEMIC HORIZONS
Arifa K. Javed
Lecturer
Department of Sociology, Wayne State University
2254 FAB
Detroit, MI 48188
(734) 397-8754
Introducing a Comparative Perspective to the Social Sciences
This presentation focuses on the importance of a comparative approach in promoting global understanding
in the changed environment of coexistence. In this post-digital revolution era of communication and globalization, we
must introduce a comparative approach to our academic disciplines in general and to social sciences in particular.
We need to develop an approach of comparing and contrasting other societies to ours in order to promote a better
sense of global understanding.
Given the past stratification of the world, where America was the leader, our curricula became self-centered.
There was a big gap between us, the leaders of the industrialized societies, and other industrializing and agricultural
societies. But the gap is fast narrowing: Other countries have assumed a remarkable pace of growth and
development. Their former dependence on the developed world for the basics of survival is now turning into an ability
to offer inexpensive blue collar labor that cuts cost for our capitalists. This change in the nature of mutual
dependence between the developed and the developing world has a serious impact on the global labor market.
The best response to this major socio-economic change is to embrace a comparative approach to the social
sciences. This will create a basic infrastructure to train our future labor force with a vision of successful coexistence
in the mutually interdependent and interconnected world.
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Anatoli Rapoport
Assistant Professor of Curriculum and Instruction
Department of Curriculum and Instruction
Purdue University
100 N. University Street
West Lafayette, IN 47906
(765) 496-3029
Global Citizenship Education in the Social Studies Classroom
Social studies, whose primary purpose is to help students develop decision-making skills as ―citizens of
culturally diverse, democratic societies in an interdependent world‖ (NCSS, 1994) creates a natural environment for
global citizenship education. However, in the United States, despite the growing interest in global and international
education, social studies teachers and curriculum developers are still very cautious about incorporating the concept
of global citizenship (or such related concepts as multiple citizenship, transnational citizenship, supranational
citizenship, or cosmopolitan citizenship) into the classroom discourse on either secondary or tertiary levels. Official
and public education organizations are also hardly enthusiastic about promoting global citizenship education in
schools.
In the proposed paper, I analyze the problems that global and supranational citizenship education faces and
argue that social studies curricula along with its sub-fields are the primary space to provide the global citizenship
education framework. I also argue that the field of social studies provides educators with appropriate tools, rationale,
and discourses to emphasize, deconstruct and negotiate global citizenship and its various aspects, such as: global
consciousness, global ethics, global civil society, interdependence, or universalism.
Key words: citizenship education, global citizenship, social science education.
Region: the USA
Melanie Agnew
Doctoral Candidate, Higher Education Leadership
University of Calgary and Programs Manager
Department of Curriculum and Instruction
University of Wisconsin-Milwaukee
Enderis Hall, Room 277
Milwaukee, WI 53201-0413
(414) 229-3649
The Moral Purpose of University: Death by Design
This qualitative study examined internationalization in the context of the disciplines. Thirty-seven tenure-track
and tenured faculty members from three different universities, representing four disciplinary categories participated in
this study. Each faculty member self-selected into one of the four disciplinary categories as follows: soft applied (15),
hard applied (9), soft pure (8), and hard pure (5). Methods of data collection included interviews and focus groups as
well as a review of state and federal educational reform initiatives. This presentation is part of a larger qualitative
multi-case study involving 54 participants across three institutions of higher education.
Findings indicate that the political context influenced how faculty members think about internationalization in
the context of their discipline. The applied-pure and hard-soft qualities of the disciplines raised concerns pertaining to
differential funding of the disciplines, privileging those aligned to national economic imperatives. Economic
motivations to engage in internationalization were particularly evident in the hard-applied and -pure disciplines,
raising questions pertaining to the role and purpose of higher education. Failing to take safeguards against
hegemonic influence leaves the institution—its autonomy and academic freedom—walking on a proverbial tightrope,
balancing budgets against the interests of the public good.
Key words: disciplines, internationalization, political economy
Region: USA
Jane Finn
Associate Professor
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Alex Harsay
Student Researcher
Jill Valentino
Student Researcher
Hope College
Jane Finn
6380 Hidden Ponds Drive
Holland, MI 49423
(616) 335-6156
The Friendship House: Summary of a Three Year Longitudinal Qualitative Study
Throughout the world, housing shortages for individuals with disabilities abound. Due to this lack of
appropriate residential housing, a unique living arrangement named the Friendship House was created. The
Friendship House is a unique establishment which college/university students without disabilities live side by side
with people with cognitive impairments in a small dorm on campus. For three years, a professor and Hope students
have conducted qualitative research studies by interviewing the (a) roommates without disabilities (b) roommates
with cognitive impairments, and (c) parents of the roommates with cognitive impairments. This presentation will
discuss the longitudinal research findings including suggestions for improvement such as orientation sessions for all
stakeholders and a point person for questions. In addition, respondents discuss the pros and cons of living in this
special living condition as well as what they have learned throughout the years. These recommendations are
important for improving living conditions at the Friendship House and also have implications for other
colleges/universities around the world who are interested in developing this special type of housing option on
campuses.
Key words: independent living, special education
Region: USA
Vicki-Lynn Holmes
Associate Professor
Jane Finn
Associate Professor
Marcy Blowers
Student Researcher
Nydia Chavarria
Student Researcher
295A Van Zoeren Hall
41 Graves Place
Hope College
Holland, MI 49423
(616) 395-7714
Perceptions of Educators on the Michigan Merit Curriculum (MMC) Math Requirements for At-Risk
Populations
This quantitative research study investigated educators‘ perceived effects of the Michigan Merit Curriculum
(MMC) math requirements on at-risk and special education populations. The MMC will be fully implemented with the
graduating class of 2011. Part of these new graduation requirements is four years of math consisting of Algebra I,
Algebra II, Geometry, and one other final year of high school math credit. To understand math teachers‘, special
education instructors‘, and school administrators‘ perceptions of these new math requirements, 462 educators were
surveyed regarding (a) how special education and at-risk students are progressing under the new math mandate, (b)
what plans are in place to help these students be successful, and (c) whether teachers felt qualified to instruct these
types of students in math. Results showed that 65% of the teachers could articulate a new curriculum plan and
alternative teaching methods for these students. Approximately 40% of the Algebra teachers did not feel qualified to
teach special education students while 100% of special education teachers requested help in teaching math.
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Ironically, 80% of the teachers as opposed to 16% of the administrators felt the drop-out rate will increase as a result
of these new graduation requirements.
Key words: rigorous math curriculum, at-risk students, special education students
Region: USA
Room 304 (2:10 – 3:20)
HIGHER EDUCATION: FORMS AND FUNCTIONS
Charles Muwonge
Doctoral Candidate
Department of Leadership & Counseling
Eastern Michigan University
John W. Porter Bldg. Suite 304
Ypsilanti, MI 48197
(734) 487-0255
The Cultural Environment: Ecclesiastical Governance and Control of Catholic Universities and Colleges
This paper is an investigation into the cultural dynamics within the Catholic Church. The Catholic Church is
faced with the dilemma of keeping centralized control of a global institution that is characterized by a multiplicity of
cultures. Catholics are dissimilar despite values and norms that unite them. Catholic subcultures are distinct in terms
of histories, tasks, ethnicity, and ideological and political backgrounds. The Hispanic immigrants, for instance, are the
biggest and the fastest growing subculture in the church today (34%) but among the least represented (10%) in the
institutional hierarchy. The Irish (17% of American Catholics) are the most influential ethnic group with 35% of all
priests and 50% of all bishops, and a similar proportion of presidents of Catholic colleges and hospitals. The Irish
instituted the parochial education system in contradistinction to the Protestant-dominated public school. Other ethnic
groups: Germans, Italians, Polish, French, and others are very much alive today. Cultural sentiments are evident in
the resurgence and persistence of ethnic church communities that the Catholic Church is trying to close or
consolidate due to priest shortage in the country. This paper is a policy analysis study raising questions as to how
global institutions like the Catholic Church‘s intent for cultural integration and globalization attend to the deeply
seated issues of segregation within its members.
Key words: culture, segregation, integration, religion, ethnicity
Region: USA
Richard Lewis Fierer, PhD
Independence Middle School-Independence, Ohio
Senior Lecturer- University of Akron
5944 Highland Rd.
Highland Hts, OH 44143
(440) 646-9055
The Case of the Missing Human Capital: Another Value-Added Mystery!
The value-added process for measuring student achievement is rapidly becoming embedded in the language
and practices of American education. This value-added measure has been touted as a method to insure that
American students can compete in a global economy. The assumption is that the value-added measures of student
growth are appropriate for all students being tested. Value added has been held up as a way to address the needs of
high-achieving students. These students are expected to provide some of the human capital needed to complete in a
global economy. It will be argued that this value-added process will not address the needs of high-level students but
has [instead] the potential send these students into a developmental retrograde motion. The focus for this critique of
the value-added process will be high-level readers in a typical suburban middle school in the American Midwest.
The presentation will include policy recommendations needed to bring back the value of human capital from its exile
in the value-added assessment process. These recommendations will be illustrated with the experiences of a
classroom teacher‘s program designed to re-value the testing process to meet the developmental needs of those
high-level readers.
Key words: Human Capital/ Value Added/ Global Economy
Region: USA
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Nigora Erkaeva
Graduate Student
Eastern Michigan University
A 203 Cornell Courts,
Ypsilanti, Michigan, 48197
(734) 217-6074
Access to Higher Education for Women in Tajikistan
Education is important to the nation as well as a person's life. But due to some circumstances, people find it
difficult to finish secondary education and move into getting higher education. In this presentation I am going to
present the difficulties girls face in getting higher education in Tajikistan. There are different reasons why this is
happening still, especially when all international organizations are doing all they can to explain to the population that
education helps a country combat poverty and gain economic stability.
Due to inequality, tradition, religion, family, and people‘s outlook, women have no freedom to choose their
future. In 90 percent of cases, their future will be decided for them. Even parents find it appropriate for girls not to
pursue education. Where the problem starts, in community, schools, in girls themselves: it is different in various
cases.
I will talk about this issue from my personal experience, as I am a female citizen of Tajikistan who lived in the
community and communicated with people who think there is no need for girls to get an education.
Key words: inequality, tradition, religion
Region: Tajikistan
Dr. Sufyan Faraj Al-Janabi
College of Computers
University of Anbar, Iraq
Dr. David Anderson
College of Education
Eastern Michigan University, USA
John W. Porter Bldg. Suite 304
Ypsilanti, MI 48197
(734) 487-0255
Balancing Centralization and Decentralization in Iraqi Higher Education
The aim of this paper is to investigate ways to balance centralization and decentralization in the Iraqi higher
education (HE) system, so that it can be more competitive in this new age of education globalization. During the last
four decades, Iraqi HE has been administrated in a highly centralized manner. However, many academics in Iraq
now believe that, in order to significantly enhance the quality of Iraqi HE, it is necessary to decentralize the system.
This paper outlines the present state of the Iraqi HE system, emphasizing its most relevant problems. Then, we
propose a double-sided strategy for addressing these problems: specifically, we consider coordinating both top-down
and bottom-up approaches for reforming the Iraqi HE system. Some important milestones that need to be considered
in this enhancement process are emphasized. Indeed, as the proposed approach includes the various levels in the
hierarchy of higher education, the paper also covers a case study for applying modern higher education teaching
techniques to a sample course curriculum.
Key words: Decentralization, e-learning, higher education
Region: Iraq
Room 320 (2:10 – 3:20)
DEFINING MULTICULTURALISM FROM MULTIPLE PERSPECTIVES
Tetiana Grytsenko
Fulbright Graduate student
Eastern Michigan University
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404 W. Forest, Apt 201
Ypsilanti, MI 48197
(530) 867-0090
American Multicultural Education: Ingredients of the Salad
Although there is a lot of work done by scholars in defining the scope and meaning of multicultural education,
contemporary multiculturalists still have different views about how to define the boundaries of multicultural education.
In order to address the common misconceptions about multicultural education and to develop a deeper
understanding of this phenomenon, analysis of various interpretations of multicultural education and their
interconnections at different developmental stages is needed. This paper explores the definitions of multiculturalism
in education, analyzing the changes in American society that has influenced multicultural education. Since its
conceptualization, multicultural education has developed from appreciating solely racial and cultural differences and
similarities to analyzing complex hierarchical systems of domination and oppression based on the interrelation of
race, ethnicity, social class, gender, environmental issues, etc. in American society. Implications of these findings are
discussed as related to multicultural education.
Key words: multicultural education, cultural pluralism, gender
Region: USA
Stephen B. Parliament
Adjunct Faculty
Wisconsin Indianhead Technical College
1900 College Drive
Rice Lake, WI 54868
(715) 410-5998
Schema Formation and Analogical Reasoning in Teaching Everyday Democracy
This research describes the way students actually form a mental schema of the abstract concept of
democracy, and demonstrates how the use of analogies can facilitate teaching ―everyday‖ democracy, using crosscultural examples. The research shows the influence of family, voluntary organizations and schools on the formation
of democratic ideas, and recommends strategies to improve the teaching of everyday democratic practices.
The study then applies the teaching principles of instruction through analogy to various decision-making
settings such as the World Trade Organization, the UN Security Council, the W3C (world wide web council that
governs the operation of the internet), to the political systems of different ―democratic‖ countries, and to common
property resources such as the equitable use of open land by nomadic herders in Outer Mongolia, to demonstrate
how everyday democracy can be taught in a cross-cultural context.
The project involves the disciplines of linguistics, game theory and analogical reasoning from mathematics,
educational psychology and teaching methods, history, comparative politics, and political socialization. A summary of
major findings will be presented with an invitation for critical comments.
Key words: teaching democracy, comparative politics, schema, analogical reasoning
Region: Mongolia
Victor Oguejiofor Okafor
Department of African American Studies
Hoyt 927
Eastern Michigan University
Ypsilanti, Michigan 48197
734-487-3460
The Global Context of Pedagogy in African American & African Studies
A global context tends to inform pedagogy, research, and service in African American and African Studies in
their optimal forms as interdisciplinary projects. Certain historical ideologies or movements that underpinned and
shaped the modern African world‘s experience, such as the triple heritage of Islam, Christianity and Westernization,
the Mercantilist-propelled trans-continental trades and foreign expeditions/escapades that foreshadowed the transAtlantic trade in African captives between the 15th and 19th centuries, along with the resulting New World slavery,
colonization, decolonization, and 20th century short-lived movements for a new world economic order and a new
world information order—all inform pedagogy in African American and African Studies. Reigning ideological currents,
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such as globalization in its historical and modern variations, also impact teaching, scholarship, and service in
interdisciplinary studies of the African world.
Key words: Global Context of Pedagogy, African & African American Studies
Region: USA, Africa
Denise Pilato
Professor, Program Coordinator
Master of Science in Technology Studies Program
Eastern Michigan University
126 Sill Hall
Ypsilanti, MI 48197
(734) 487-1161
The Fulbright Experience: Risks & Rewards
My 2008 Fulbright experience was a carefully made choice that led to opportunity, both expected and
unexpected. Some of the most interesting opportunities I experienced while teaching at the University of Catania in
Sicily were born of risk-taking simply because my assumptions for best practices and expectations about teaching
were founded solely on my experiences in an American educational system. It did not take long for my assumptions
about teaching methodology, outcomes, and evaluation to be turned upside down. By the end of week one, it was
clear I needed to change my expectations and work toward realistic goals. I was inspired by some of the very course
content that I planned to teach, specifically work by some leading American thinkers, such as Ralph Waldo Emerson.
So instead of just teaching it, I took the risk and applied the principal to ―Insist on yourself; never imitate‖ (Emerson,
―Self Reliance,‖ 1841). What happened over the next five months is this American transcendental idea motivated me
to change my ideas about teaching and learning both inside and outside of the classroom. To take risks with
teaching methodology seems easy enough on paper, especially when that paper is a tried and true syllabus. Not so.
It also seems easy enough to engage in university activities per usual, even if it is all in Italian (or Sicilian!). Not so.
Perhaps more than anything, teaching in a foreign university required new strategies for problem solving, usually on
a daily basis! Problem solving inevitably led to taking risks and getting comfortable with being uncomfortable. For my
Sicilian students, the walls of the classroom expanded beyond the canon of the discipline as they experienced
another Emerson idea that ―the growth of the intellect is spontaneous and crosses boundaries in unexpected ways‖
(Emerson, ―Intellect,‖ 1841). The rewards resulted in my professional development, personal growth, and an
energized appetite for facing challenges through creative risk taking strategies. Ultimately, I learned as much as I
taught.
Key words: Fulbright, risks, rewards
Region: Italy
Rustam N.Fozilov
Graduate student
Tashkent State Institute for Oriental Studies
25 Shahrisabz
Tashkent, Uzbekistan 100047
+99897- 909-0042
Some Aspects of the Problem of "Insoni Komeel”
One of the priceless achievements of the independence of Uzbekistan is an opportunity to look at our past
from a new point of view, appreciate its achievements and drive the knowledge and energy of the spirituality from the
invaluable heritage written by the great thinkers of our motherland. All research on that heritage in the former USSR
and Uzbekistan were investigated and published according to communist ideology occupied whole life of Soviet
society. Besides, if they had connection with religion, any publishing of them was not allowed in the years of Soviet
power.
A lot of research by Uzbek scholars from the last 10-15 years testify to the high interest of such phenomenon
in the history of our culture: Sufizm, Imam al-Bukhari, at-Termizi, Abu Mansur Motrudi, Burkhanuddin Marghinani,
Khwaja Nakshband etc.
This presentation focuses on some aspects of the problem of "Insoni Komeel" (High educated individual) in
the theory of "Tasavvuf" (Sufizm) and in the works of the abovementioned thinkers of Medieval Central Asia. This
presentation reviews the process of achieving by man a main purpose to comprehend God, that it lies through
spiritual improvement of the individual.
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Research has shown that to achieve this purpose, man must overcome the following categories: Tavba,
Zuhd, Sabr, Reeza, Fakr, Tavakkal, Karb, Muhabbat, Hovf, Shawq, Zeekr, Mushohada, Phano, Baqo, etc.
Key words: Insoni Komeel, High educated, High Principled man
Region: Uzbekistan, Central Asia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Room 330 (2:10 – 3:20)
TEACHING IN A GLOBALIZED WORLD
Margaret Crouch
Eastern Michigan University
Professor of Philosophy
208 Hoyt
734-487-0422
Solange Simões
Eastern Michigan University
Professor of Sociology and Women‘s and Gender Studies
King Hall
Preparing Faculty for the 21st Century: A Global Learning Seminar
The demand for internationalizing the university requires that faculty in all disciplines reconceive their
courses, programs, and research. The presenters developed a faculty seminar designed to enable faculty to
reconceptualize their fields from a comparative global perspective. Though many campuses may be engaged in
similar endeavors, our experience is that many have not taken into account two major issues in global learning:
1. A unique approach to globalizing learning across the curriculum is to view it as a pedagogical approach,
as opposed to the addition of a chapter or unit on global issues at the end of the semester. It is our contention that
nearly every course can benefit from globalizing the context of the course material, that global learning is a
pedagogical approach to learning (rather than specific courses or topics within those courses).
2. One of the most important aspects of internationalizing the university is changing the context of everything
that is taught, from a parochial context focused on U.S. needs and interests to a context that takes into account the
needs and interests of peoples across the globe.
The presenters will describe their unique vision of global learning and present some of the globalized syllabi
that were the result of this seminar.
Key words: faculty development, global pedagogy
Region: USA
Margo Glew
Coordinator, Global Initiatives
Olena Aydarova
Doctoral Candidate
Department of Teacher Education
116S Erickson Hall
Michigan State University
(517) 355-8534
Globalizing and Internationalizing Teacher Preparation
Upon completion of their education, today‘s students must be prepared to live, work, and successfully
navigate a world that is more interconnected than ever before. Life and work today require global interaction. Today‘s
teachers have the responsibility to support the development of new global skills in their students. To meet the
challenge of preparing teachers for personal and professional success in the global context of the 21st century, the
College of Education (COE) at Michigan State University has launched an initiative to internationalize its teacher
preparation program. This presentation will examine the development, implementation, and results of a preliminary
evaluation of this initiative which includes efforts to infuse international perspectives into teacher preparation
courses, the development of global study and teaching opportunities, and a new Global Educators Cohort Program,
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a special international strand to Michigan State University‘s five-year teacher preparation program which seeks to
support the development of global competence and global pedagogical skills in its teacher graduates.
Keywords: global education, teacher preparation
Region: USA
James Berry
Professor
Leadership & Counseling Department
Eastern Michigan University
Ypsilanti, MI 48197
Higher Education and the Open Source Movement
The open source movement is an opportunity to publish one‘s work through an expanding array of peerreviewed, web-based outlets. Open source refers to software that may be used by anyone and is free to the public.
Yet, the open source movement is more than free software. This software, which has created a global open source
community, can be used by professors to publish original scholarship through a peer-reviewed process that is as
rigorous as the traditional approach to academic publishing.
This presentation will review the movement of hard copy books, curriculum materials, lesson plans, and
learning from hard copy print by publishers to open access publishing that engages and motivates students.
Examples of higher education publishing using open source software and Internet publishing opportunities will be
explained and described. The Connexions Consortium is at the forefront of a movement to provide low/no cost
materials where one can ―view and share educational material made of small knowledge chunks called modules that
can be organized as courses, books, [and] reports, where anyone may view or contribute.‖
Key words: open sources, software, publishing, scholarship
Region: USA
Mariam Orkodashvili
Alumna of Vanderbilt University
29A, Kazbegi Avenue, Apt. 10
0177, Tbilisi, Georgia
+ 995 32 39 24 54
Corruption in Higher Education: Accreditation and Legal Cases
This paper discusses the issue of accreditation of higher education institutions. It argues that the process of
accreditation is usually associated with the problems such as quality criteria definition, manipulation, distortion,
corrupt practices, and illegalities. These problems often give rise to institutional disputes and instigate legal cases.
The research mainly focuses on post–socialist transition countries.
It is noteworthy that while institutional accreditation is conducted relatively smoothly, the study programs
accreditation still causes debates and dilemmas. As a result, various universities sue accreditation committees for
violations, and vice versa. All this creates complexities in creating quality education through viable study programs
and curricula.
For comparative analysis, the paper refers to accreditation procedures and issues in the western higher
education systems. Namely, it looks at the accreditation procedures of the Southern Association of Colleges and
Schools‘ (SACS) Commission on Colleges (COC) in the US to see how the notion of quality is infused in their
standards. Significant emphasis on accountability and transparency made by SACS proves effective for the higher
education institutions of 11 SACS member states.
Besides, the Spellings Commission Report on Higher Education (2006) reveals that accreditation remains
the most debated issue in academia not only in the US, but also all around the world. Transition post-socialist
countries present an even more complex and chaotic case in this respect due to instabilities, quality criteria
manipulations, and constant organizational changes prevalent in the higher education systems of the region.
Key words: corruption, accreditation and quality, USA, post socialist countries
Region: USA, transition countries
Eva Xingbei YE
Graduate Assistant
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International Admissions
Eastern Michigan University
Ypsilanti, MI 48197
Big Fish; Small Fish - Independent College Affiliates in China
In recent years, international admission offices at both private and public US universities have been
increasingly receiving applications from students who are studying or graduating from ―independent colleges‖ in
China. Since ―independent college‖ is a new mode within the Chinese educational system, their relationship to the
―parent universities‖ is not always clear for US university admissions when processing applications. It is difficult to
determine the authenticity of transcripts, the level of degree attainment, the quality of the programs, and
preparedness of the students to join US universities. In this presentation, I will share my knowledge of Chinese
independent colleges in order to provide a better understanding about it to faculty and staff at the US university who
are interested in Chinese and international education. I will explain what an independent college is and why it is
important to Chinese education. What factors affect admission decision making from a destination university?
Suggestions to US university admission officers about how to cooperate with independent colleges in order to
increase the numbers of Chinese applicants will also be included in this presentation.
Key words: Independent college, admission
Region: China
Room 350 (2:10 – 3:20)
BILDUNG, COSMOPOLITANISM,
AND EDUCATION FOR INTERCULTURAL COMPETENCE
(Panel)
Panelists:
Luise Prior McCarty
Associate Professor of Education
Indiana University
4236 Education
201 N. Rose Ave.
Bloomington, IN 47405
(812) 856-8385
Michelle M. Metro-Roland
Director of Faculty and Program Development
Haenicke Institute for Global Education
Affiliate Assistant Professor of Geography
Western Michigan University
1903 West Michigan Avenue, MS 5245
Kalamazoo, MI 49008
(269) 387-3900
Chris Hanks (Panel Chair)
Assistant Professor of Education
Grand Valley State University
920 Eberhard Center
301 West Fulton
Grand Rapids, MI 49504
(616) 331-6247
Cheryl A. Hunter
Assistant Professor of Education
Hiram College
P.O. Box 67
Hiram, OH 44234
(330) 569-6151
Dini Metro-Roland
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Assistant Professor of Education
Western Michigan University
1903 West Michigan Avenue, MS 5276
Kalamazoo, MI 49008
(269) 387-3510
Panel abstract:
The idea of internationalizing university curricula has gained significant attention in recent years and has
become an explicit strategic goal of many institutions. Like many educational movements, the motives underlying
this shift are complex, ambiguous, and perhaps contradictory. Among many considerations, universities should be
exploring (1) how the aim of internationalization can be integrated with other educational ideals and (2) what
understanding of and attitude toward global society ought to be cultivated. The first question connects to the idea of
a liberal education, which can be related to, though not equated with, the German educational concept Bildung. The
second question is often identified with concepts like cosmopolitanism, cultural literacy, and global awareness.
These are multifaceted and contentious terms and require careful elucidation. This panel session pursues this aim,
seeking to develop robust notions of Bildung and cosmopolitanism and to explore manifestations of these theoretical
terms in two educational settings: a university classroom and a ―cultural immersion‖ experience. Finally, we identify
and explore tensions between the goal of internationalization and at least one other educational ideal embodied in
multicultural education. The purpose of the presentation is to clarify important components of internationalization
and to identify potential directions for research.
Key words: Cosmopolitanism, Bildung, internationalization
Presentation 1 abstract:
W. von Humboldt established Berlin University in 1809 that served as the model for the modern research
university in many eastern and western countries. Humboldt envisioned a new social institution that allowed the full
development of human capacity of individuals who dedicate their life to science (Wissenschaft) as the highest form of
moral life. But this individual perfectibility (Bildung) as a form of life was not to serve selfish individual needs, nor
was it to be instrumentalized for social or other purposes. Rather it would serve indirectly the practical needs of the
state: to form independent thinkers and actors with moral character who contribute voluntarily to the improvement of
human and social conditions. Humboldt‘s concept of a university education was framed within the confines of and in
support of the nation-state. Such a domestic focus, however, no longer suffices in today‘s global world. Thus, this
study expands on Humboldt‘s ideal of the university-educated individual toward a cosmopolitan education. Such an
education is an ethical, moral, and intellectual orientation of openness to others with a sense of global belonging.
This presentation will attempt an outline of an updated cosmopolitan notion of Bildung for today‘s global citizens.
Keywords: Bildung, Cosmopolitan, university
Presentation 2 abstract:
One intended outcome of the global studies major is that students will become ―globally literate,‖ developing
a sense of global citizenship and intercultural competency. Like the majority of global studies programs across the
country, the one at Western Michigan University is designed as a cross-disciplinary major, with only the introductory
and capstone writing courses required as classes with specific global studies content. While ostensibly supporting
university efforts toward internationalizing the curriculum, questions about the goals, means, and objectives of global
studies abound. What does a globally literate student look like? What are the means for inculcating a sense of global
citizenship? What questions and debates should be at the heart of the global studies curriculum? How do the aims of
global studies support or diverge from those stated for general education? These are all important questions that
need to be asked. The aim of this presentation is to examine one context in which the ideal of a university education
intersects with the aim of cultivating cosmopolitan identity. Keeping in mind these larger issues, this presentation will
address the challenges faced in teaching an introductory course on global studies, specifically issues surrounding
the notion of cosmopolitanism and global citizenship.
Keywords: Global studies, intercultural competence, global citizen
Presentation 3 abstract:
While the aim of cultivating global citizenship is commonplace in universities today, the precise meaning of
that idea remains ambiguous. This presentation makes a conceptual argument for a particular understanding of
cosmopolitanism. First, the term is distinguished from the process of globalization. Next, various approaches to
cosmopolitanism are discussed, with diverse purposes shaping the particular form it takes. Among these, views that
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assume an underlying unity of human nature and inherent harmony in social relations are contrasted with those that
take conflict as a starting point and inevitable context for global understanding. The presenter draws on the view of
George Herbert Mead to argue that a better understanding of the basis for social organization avoids the necessity of
this dichotomy. This perspective leads to a form of rooted cosmopolitanism similar to that advanced by Kwame
Anthony Appiah. Finally, it is suggested that this understanding of cosmopolitanism is fundamentally a matter of selfawareness, and highly compatible with the notion of Bildung advanced in the previous presentation. This shift in
consciousness involves a reconceptualization of the past as a shared history and a reconceptualization of the self as
already embedded in a global cultural rather than bounded by particular cultural traditions.
Keywords: Cosmopolitan, self, Bildung
Presentation 4 abstract:
One strategy for cultivating a global perspective pursued by many universities is to arrange ―cultural
immersion‖ experiences for students. This presentation will explore this context as an attempt to integrate the aim of
internationalization with other educational ideals. Under the auspice of learning Spanish to increase their ability to
communicate with Spanish-speaking parents, two pre-service teacher education students spent four weeks in
Spanish language immersion in home stays in Costa Rica. Their reflective journals revealed that they began
challenging their own cultural assumptions of language and strongly asserted the realization of the value of an
alternative frame of reference. For example, one student questioned the delivery of instruction for English Language
Learners, asserting that to simply impose the English language structure/components without the cultural context for
children is to deny them a holistic understanding. Likewise, students argued that to deny children their language in
schools is to deny them their cultural identity for a significant portion of their lives. This case study raises several
questions related to Bildung and cosmopolitanism. For instance, do the expressed attitudes of these students reflect
a shift toward cosmopolitan awareness? Are immersive cross-cultural experiences necessary for achieving the ideal
of global citizenship?
Keywords: Cultural immersion, intercultural competence, global citizen
Presentation 5 abstract:
The recent trend toward internationalizing the university has rekindled an age-old debate about the proper
aims of education. Advocates call on universities to adopt a more international outlook that can better address the
challenges of a new era of increasing globalization. How these challenges are described and understood (in
economic, cultural, or social terms) and the means to addressing them (e.g., the promotion of cross-cultural
understanding, the acquisition of marketable skill-sets, the cultivation of a social justice or cosmopolitan spirit) often
reflect competing visions about the purpose and nature of education. The particular perspective articulated by this
panel turns on the German notion of Bildung, a view of education that focuses on a process of self-education that
moves beyond the provincial to connect the individual with the outside world. This concluding presentation will
explore a tension between this perspective and the more instrumental approach favored by many scholars in the
field of multicultural education and will raise several questions. What do we mean by cross-cultural understanding?
What educational purpose does it serve? What values does it imply? And finally, can Bildung provide a
comprehensive enough educational metaphor to encompass the most essential aims of multicultural education?
Keywords: Intercultural competence, Bildung, multicultural education
Room 352 (2:10 – 3:20)
CREATING A NEW INTERDISCIPLINARY MAJOR:
COMPARATIVE CULTURES AND POLITICS AT MICHIGAN STATE UNIVERSITY
(Panel)
Panel Proposal:
This panel presents the history and working principles of a new major recently developed at James Madison
College, Michigan State University. This major has been developed by the faculty and students of the College over
the last six years and has been approved since 2007. Here we present an overview of the major and two
foundational courses taken at the sophomore level. Our first cohort graduated last year and we are including both
faculty and student perspectives in the three paper presentations. We present what we have learned about
constructing and organizing interdisciplinary curricula, including staffing issues as faculty come from specific
disciplinary training, epistemological challenges, and student understandings.
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Presenters:
Dr. Louise Jezierski (Chair)
Associate Professor
358 North Case Hall
James Madison College
Michigan State University
East Lansing, MI 48825-1205
(517) 353-2967
Comparative Cultures and Politics: An Overview of a New Interdisciplinary Major in James Madison College
This paper introduces an overview of a new interdisciplinary major in James Madison College, Comparative
Cultures and Politics. The course was designed to addresses one of the major challenges facing public and
international affairs specialists in the 21st century: the need to understand the complex relationships between
international affairs and culture. It also provides a real innovation in undergraduate education—approaching the
study of culture and politics through systematic interdisciplinary study across the social sciences and humanities.
Faculty participating in this major come from the fields of cultural studies, economics, English and film studies,
history, political science, and sociology. Courses in this major advance new ways of seeing and analyzing culture
and politics across the world and equip students to make substantial contributions to international affairs, public
policy, and public life. The new major takes up such questions as: What is the role of culture in contemporary politics
across the world? What is the impact of globalization on cultural identities and inter-cultural relations? How do
different societies — and different groups within societies – understand and articulate cultural identities and
diversities? How and when do cultural representations and practices become politically salient? The curriculum is
explicitly comparative and examines transnational actors and processes affect cross-cultural interactions.
Key words: Interdisciplinary curriculum and faculty
Dr. Allison Berg
Associate Professor
James Madison College
Michigan State University
517-353-8600
Cultures and Politics in Comparative Perspective
Cultures and Politics in Comparative Perspective (MC230) is the first course in the sophomore sequence in
the Comparative Cultures and Politics major. It aims to introduce students to the study of culture(s) and politics in
comparative perspective, to multiple and integrative paths of inquiry that fuse the social sciences and humanities,
and to the practice of interdisciplinary cultural analysis in the study of public affairs. It raises the following kinds of
questions: What is the role of culture in contemporary politics across the world? What is ‗culture‘ and ‗cultures‘?
How are cultural identities, differences and hybridities constituted, narrativized and represented within different
societies? Why do some cultural sites become arenas of political contestation? MC230 has four specific objectives:
(1) to introduce central theoretical approaches to culture and cultural analysis; (2) to cultivate an understanding of
and an ability to apply key concepts in the study of cultural politics, such as culture, representation, identity,
difference, otherness, and nation; (3) to foster an understanding how a range of humanistic and social scientific texts
and textual analyses help illuminate the relationship between culture and politics; and (4) to recognize the
importance of comparative analysis to the study of culture and public affairs and recognize the challenges entailed in
such analysis.
Key words: comparative interdisciplinary cultures
Dr. Anna Pegler-Gordon
Associate Professor
James Madison College
Michigan State University
517-355-6548
Cultures and Politics in Transnational Perspective
The second foundational course (MC 231) extends students‘ understandings of ‗culture‘ and public affairs
through systematic analysis of cross-cultural interactions and politics. The course explores how cultures and cultural
identities are constructed and imagined transnationally. This exploration directly confronts how they bump up
against each other, how they resist, accommodate, conflict and mutate in a globalized world. In particular, we
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investigate the following questions: What are the different ways in which cultures encounter each other? What are
the consequences of these interactions for our world? Is the world becoming increasingly fragmented?
Homogenized? Hybridized? Cosmopolitan? What are the implications of different kinds of cultural interactions for
contemporary public and international policy? The approach is explicitly interdisciplinary, drawing on a wide range of
texts and discourses, including ethnographies, historiographies, social science texts, fiction, and documentary films.
MC 231 has five key objectives: (1) to introduce some important theoretical approaches to the study of cultures and
politics in transnational perspective; (2) to cultivate understanding of and ability to apply central concepts in this field
(e.g., transnationalism, cosmopolitanism, hybridity , representation, globalization, Otherness, representation, cultural
flows); (3) to recognize the importance of studying cultures, cultural interactions and cultural analysis for public affairs
and public policy; (4) to build competency in interdisciplinary inquiry and problem-solving; and (5) to provide
opportunities to improve research, writing, and speaking skills.
Key words: transnational interdisciplinary cultures
Room 300 (2:10 – 3:20)
GLOBALIZATION AND CHILDREN’S RIGHTS: SMALLER WORLD AND BIGGER PROBLEMS
(Panel)
Chair: Imandeep Grewal
Discussant: Valerie Polakow
Inna Gorlova
EdD Candidate, Doctoral Fellow
Department of Leadership & Counseling
Eastern Michigan University
John W. Porter Bldg. Suite 304
Ypsilanti, MI 48197
(734) 487-0255
Children‟s Rights in a Money Driven Society: Case of Russia
The presenter will discuss how globalization and the open market impact the lives of children in the former
Soviet Union. With the emergence of a free economy, the stratification of society increased and quickly widened the
gap between the economic and political elite from the rest of the people in Russia. The presenter argues that the
collapse of an ideological system in the early 1990‘s destroyed the social support systems which provided
guaranteed minimums (funds, services, etc) to a large percentage of the adult population and to all soviet children. In
today‘s Russia, the rights of children are violated in all spheres of society. Values in society have turned more toward
the monetary assets and well-being of immediate families while the rights of the majority of children from
disadvantaged social groups are ignored and violated. Even with the lack of funds and support from the government
and communities, educators are solely fighting against the values of a ―free society‖ and tend to relocate the problem
to the government.
Key words: globalization, free economy, children‘s rights
Region: Former USSR, Russia
Huayun Xu
Educational Studies (Ph. D.) Program
Department of Teacher Education
Eastern Michigan University
313 Porter Building
Ypsilanti, MI 48197
Rights of Migrant Children in China
This presentation discusses the issues about migrant children‘s rights in China. Research has shown that
with the increasing population of migrant workers, more and more of China‘s migrant children have been suffering
from social inequality. Despite being residents in the cities for years, millions of migrant children are denied equal
accesses to public education and rights to participate in urban social life. For migrant children under the age of six,
many of them are left unattended because their parents cannot afford a proper child care. Furthermore, migrating
with their parents to cities, the children often become the target of social prejudice due to their lower socioeconomic
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status. Although China ratified the U. N. Convention on Rights of the Child in 1992, and the country has implemented
a series of policies and social programs to protect migrant children‘s basic rights in their urban life, the unchanged
household registration system and the uneven development between urban and rural areas pose a grave threat to
the lives of migrant workers and their children. The system barriers intertwined with economic inequality are the
origins of migrant children‘s eroded rights in current China.
Elisheva Cohen
Master‘s Student
Teachers College of Columbia University
th
627 w.136 street, b1,
New York, NY 10031
215-292-0817
Girls‟ Access to Education in Afghanistan
Afghanistan has experienced over thirty years of conflict which have drastically affected education in the
country and limited girls‘ opportunities to attend school. This presentation reviews the education systems
implemented during the Soviet occupation as well as the Taliban rule and discusses the resulting challenges which
restricted girls‘ access to education today. This case study looks at a range of initiatives at the local, national, and
international levels aimed at increasing girls‘ access to primary and secondary education in Afghanistan.
This presentation focuses on the success of community based education (CBE) in overcoming challenges of
girls‘ education in rural areas. Further, it looks at a unique initiative launched by CARE in collaboration with the
Ministry of Education to incorporate CBE into the national education system. This is a rare and fascinating attempt to
integrate grassroots initiatives into national policy and emphasizes Afghanistan‘s sincere attempts to rebuild itself.
Research has shown community based education to be a successful model for education in emergency situations;
this presentation demonstrates specific benefits to employing CBE in Islamic societies. It invites discussion about
the possibility of implementing and expanding CBE in other Islamic societies to increase access to education for
girls.
Key word: girls‘ education, community based education, education in Islamic societies
Region: Afghanistan
Imandeep K. Grewal
Lecture
Teacher Education Department
Eastern Michigan University, USA
Girls and Their Rights in India
The rates of immigration are expected to rise exponentially over the next three decades. With a predicted
153% increase in Asian American student population in public schools, it is imperative to understand their needs and
history. The term Asian American is broad and almost redundant as it encompasses individuals from diverse
geographies, histories, cultures, languages, and religions. For this panel, I will be focusing on the influence of gender
on shaping the lived experiences of girls in India and discuss it within a rights context as determined by the
Convention on the Rights of the Child (CRC). Understanding the disparate forces that shape the lives of Indian girls
is critical for educators before they can be successfully educated.
Keynote Speaker
3:30 PM – 4:00 PM (Room 310 A/B)
Michael McClellan
Diplomat-in-Residence
University of Michigan, Ann Arbor, USA
International Education Exchange as a Foreign Policy Priority
Educational and Cultural Exchanges between the United States and other countries have waxed and waned
over the years depending on how different Administrations viewed them as a foreign policy priority. Traditionally
viewed as the ―soft side‖ of diplomacy, debate has often centered on whether such exchanges should serve to
support foreign policy objectives or exist independently outside such considerations. In this respect, Public
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Diplomacy thinkers often compare the State Department and the British Council as opposing approaches. As U.S.
campuses expand abroad, and more American universities operate overseas, the expanding reach of American
higher education as an ―export‖ is viewed by some as cultural imperialism and by others as a means of promoting
political and economic development.
Key words: Public Diplomacy, educational exchange, cultural exchange, universities abroad, foreign policy
Region: Worldwide
Roundtable Discussions
4:10 PM – 5:30 PM (Room 310 A/B)
Roundtable I
University/NGO Partnerships in International Education Development
Roundtable facilitators: Iveta Silova & Michael Russell, Lehigh University, USA
Partnerships between higher education institutions and NGOs are becoming common in the field of international
development. For universities, these partnerships provide an opportunity to internationalize curriculum by engaging
students and faculty in international development. For NGOs, partnerships provide access to international expertise
and networks. How do these partnerships balance the diverse interests of all stakeholders? What are some of the
ethical implications? Participants will discuss the advantages and disadvantages of university/NGO partnerships in
an increasingly complex international aid landscape.
Roundtable II
Globalization and Education in Policy and Practice: Whose Meaning? What Contradictions?
Roundtable facilitator: Robert Lawson, The Ohio State University
―Globalization" has become a catch phrase implying all that is good and open in education. In fact, there are
fundamental differences on what is basic in education, regarding religion, language, history, and knowledge in
general, which challenge a "global education." Contradictions are swept under the rug with slogans like "think
globally, act locally."
Roundtable III
The Effect of Technology in Globalizing Education
Roundtable facilitator: Michael McVey, Eastern Michigan University
Both students and teachers are finding increased access to the Internet, lowered costs for computers, improved
translation software, and social software erasing borders and distance. What will this do for efforts to globalize
schools? Participants with some unique perspectives will engage in a discussion of how technology has the potential
to change schooling itself.
Roundtable IV
Africa‟s initiatives to create a „United States of Africa‟: Success and pitfalls
Roundtable Facilitator: Charles Muwonge, Eastern Michigan University, USA
Africa‘s attempt to remain competitive in the global market is evident in the initiatives of the African leaders to create
a ‗United States of Africa‘. How is the process of enhancing Africa‘s competitiveness being facilitated by the global
community? How about the ugly reality of brain drain? Africa's scarce resources spent on training professionals that
would be a beacon for progress are being displaced by African professional that opt to relocate in developed
economies. The discussion also examines the phenomena of Cultural Shock. Accomplished African professionals
living in developed economies now faced with the lack of transferability of skills acquired in their home countries.
Also under consideration is the cultural dynamics of African vs. African as well as African vs. African-American, and
how Africans cope with stereotypes.
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Roundtable V
Strategizing Campus Internationalization: Bottom Up or Top Down?
Roundtable Facilitator: Stephen Burwood, Eastern Michigan University, USA
Internationalization is like Good and Truth: who can get away these days with saying they are not in favor? Just like
Good and Truth, we are much better at aspiring to internationalization than in making it a reality on our campuses.
So what does it take to internationalize a campus? Does it take committed leadership from the top or enthusiasm and
energy from the bottom? And who defines what internationalization actually is and how much of it constitutes
internationalizing a campus? And in an age of tight finances and stressed out faculty how do you balance
internationalization with other core educational activities?
Roundtable VI
The Community College System in the US: A Higher Education Giant Still Underdeveloped for International
Collaboration
Roundtable Facilitator: Bin Ning, Eastern Michigan University, USA
There are more than 1,100 community colleges enrolling around 9 million students. As a system, community colleges
in the US present great potentials for advancing international collaboration; yet, the collaboration is still far behind
their 4-year counterparts, especially at rural and suburban community colleges. The issue is true in other countries
as well. China, for example, has more than 1,000 vocational and technical colleges. Many of them have the
motivation and resources to strengthen international collaboration, but they face great challenges as well. So, what
can we do from a policy and practical perspective to improve international collaboration between community colleges
and their oversea counterparts? What are the obstacles and possible solutions?
Roundtable VII
After the Fulbright: Momentum & Opportunity
Roundtable facilitators: Denise Pilato, David M. Anderson & Kristine Ajrouch, Eastern Michigan University, USA
The Fulbright experience is really never over, even though the formal experience has a clear end date. A sense of
what comes next creates a level of momentum with new directions for research, study abroad, and other teaching
and learning possibilities. Post-Fulbright opportunities continue to offer global perspectives in unexpected and
energizing ways. Research (e.g., SRI International, 2002) has indicated three important ongoing effects of Fulbright
exchanges: 1) Fulbright experiences lead to long-term impacts on scholars‘ personal, professional, and institutional
behaviors and activities (including very positive effects on scholars‘ professional lives, contributing to greater insight
into their field, to their subsequent professional publications and works, and to enhanced professional credentials);
2) Scholars build linkages and long-term relationships with host institutions and foreign colleagues (including
becoming much more involved in international activities since their Fulbright experiences); and 3) There is a distinct
―multiplier effect‖ where new knowledge and perspectives are gained and shared not only by the scholars but also by
their colleagues, professional contact, students, friends, and families, who in turn influence an ever-widening circle of
individuals, generating impacts both during their grant period and for many years thereafter. This roundtable will
discuss these ongoing impacts of Fulbright exchanges from the perspective of previous Fulbright participants.
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Saturday, October 30, 2010
Keynote Speaker
8:30 AM – 9:00 AM (Room 310 A/B)
Jack Kay
Provost, Professor
Eastern Michigan University
The International Imperative
Keynote Speaker
9:00 AM – 9:30 AM (Room 310 A/B)
Maria Teresa Tatto
Associate Professor, Michigan State University
Michigan State University
Principal Investigator IEA Teacher Education Study in Mathematics (TEDS-M)
President Comparative and International Education Society (CIES)
Mathematics Teacher Education: Methodological Lessons from a Large Scale Comparative Study
The presentation will introduce the conceptualization and design of the TEDS-M study, a new comparative
study of the mathematics preparation of future primary and secondary teachers in 17 countries with results
scheduled to come out in early 2011. The study explored the policy impact, the opportunities to learn, and the
outcomes of mathematics teacher education in the context of reform in these countries. The presentation will discuss
the possibilities and limitations in the implementation of large comparative studies and gives recommendations for
the design of future studies to inform policy in this area.
Concurrent Sessions II
9:40 AM – 10:50 AM
Room 301 (9:40 – 10:50)
THE IMPACT OF GLOBALIZATION ON HIGHER EDUCATION
Peter Ghazarian
Senior Lecturer
Boston University
360 Huntington Ave.
Boston, MA 02115
(617)-970-5458
Deciphering Weights and Indicators: International Rankings and Higher Education in East Asia
The process of internationalization in higher education is encouraged by the convergence of quality
measures for higher education institutions (HEIs). International rankings of HEIs provide the impetus for changes to
the curriculum aimed at improving the prestige and perceived quality of an institution. This paper examines how well
indicators from the Academic Ranking of World Universities and the Times Higher Education Supplement rankings
from 2007-2009 associate with the overall rank of East Asian HEIs. The study aims to determine the relative
predictive power of particular indicators for overall ranking. It then considers whether government-level and
institution-level reforms to HEIs align with the results from this analysis.
Key words: higher education, East Asia, internationalization
Region: East Asia
~ 19 ~
Dr. Muhammed Ibrahim
Saladdin University
Erbil, Iraq
Dr. David Anderson
College of Education
Eastern Michigan University, USA
The Evolution of Quality Assurance Programs in Iraq
The Quality Assurance movement in Iraqi Higher Education must address two different and often conflicting
definitions of ―quality‖: 1) ―Meeting National Standards‖ which arises out of an industrial model where the worker
(faculty member) is specialized, and norm-referenced standards define what is expected at the minimum and
beyond; and 2) ―Excellence‖ which is based on a ―craftsman‖ model, where quality is entirely the responsibility of the
faculty member, and quality is defined as the degree to which individual student growth is maximized. Although on
the surface, these two approaches to quality would seem to support each other, they often conflict. The types of
standards enforced through external accountability processes (Quality Assurance) are typically those skills which are
readily measured through traditional assessment practices. These skills tend to be discreet knowledge-based
learning objectives, which can be developed through discreet courses. However, students do not develop in a linear
way which can be broken into discreet steps (like a factory mass production line). Higher order student skills and
attitudes develop over longer periods of time and cut across course boundaries, and these skills/attitudes must be
evaluated and nurtured in different ways than are typically outlined within Quality Assurance models. This research
discusses how the Iraqi system of higher education can address both types of quality. It addresses how the
emerging quality assurance movement in Iraqi can effectively support national standards (and meet national needs)
while individual faculty members are given freedom to ensure excellence in individual student growth (and meet
individual needs). To do this, the paper focuses on the area of Electrical Engineering. It addresses the Quality
Assurance process in Iraq as it currently exists (including the four pillars of the UNESCO International Commission
on Education in the 21 Century and the Quality Assurance Project in the Iraqi Kurdistan Region) and then
synthesizes a model for Quality Assurance in Electrical Engineering, with a model for excellence in the individual
classroom using Deming‘s ―System of Profound Knowledge‖ and Senge‘s five parts of a learning organization.
Key words: accreditation, Higher Education, educational effectiveness
Region: Iraq
Dr. Mohammed Al-Iessa
University of Technology
Baghdad, Iraq
Dr. David Anderson
College of Education
Eastern Michigan University, USA
Increasing Choice in the Iraqi Higher Education System through Foreign-Private Partnerships:
Characteristics and Impact
Foreign-private partnerships provide the most promising approach to introducing competition into the Iraqi
higher education system because Iraqi private universities have much more flexibility (due to institutional cultures,
histories, and current levels of government oversight) to shape these partnerships in ways that will positively impact
the Iraqi educational system. Clearly, there are many different forms of partnerships: faculty exchanges, student
exchanges, collaborative research, shared courses, and shared programs. This paper will focus on the last of these:
collaborative programs, with special emphasis on those programs delivered in Iraq for Iraqi students. This research
will focus on the characteristics of successful shared programs, including marketing, guidance and consulting,
focusing on a specific line of research or teaching, continuous upgrading of course programs to satisfy market
needs, adopting different teaching methods to make learning meaningful, maintaining low tuition and fees, and
providing the infrastructure for different student activities. The partnerships must build institutional capacity to support
these characteristics. This institutional capacity includes professional development for staff and faculty,
comprehensive support services, and diverse funding streams. The research will also address how these
partnerships will more broadly impact the Iraqi higher education system: ―Competition works to the advantage of
those who are already in the big leagues and creates problems for others. At the same time, it keeps institutions on
their toes, forces them to think about new ideas, pay attention to quality teaching, measure what they do and
benchmark themselves against their peers.‖ (Altbach, 2010)
~ 20 ~
Key words: competition, choice, inter-institutional linkages, Higher Education
Region: Iraq
Dr. Chan Yuen Fook (Presenter)
Fulbright Visiting Scholar
Associate Professor
School of Education
Indiana University
201 N Rose Ave
Bloomington IN 47405
(812) 391-4207
Co-authors:
Gurnam Kaur Sidhu, PhD
Farhana Wan Yunus, MA
Rosna Awang Hashim, PhD
Azma Ab. Hamid, PhD
Faculty of Education
Universiti Teknologi MARA
40200 Shah Alam
Selangor, Malaysia
SuperSeTIA: An Innovative Way of Conducting Item Analysis
This paper reports on a preliminarily analysis of an attempt to develop user friendly item analysis software for
secondary school teachers in Malaysia. Teachers need useful and accurate information to make the best use of their
limited time and energy. However, item analysis is a lengthy and effortful process of examining class-wide
performance on individual test items; hence, many teachers cannot afford such an ―input‖ and, as a result, highquality tests cannot be constructed and validated. Therefore, a group of researchers in Malaysia have attempted to
develop an innovative assessment tool that can help instructors in item development, item management, item
analysis and the setting up of an item bank. The software with the name of SuperSeTIA (Super Specific Tool for Item
Analysis) was developed to provide immediate feedback of the test items and helps teachers generate items and
also automatic reports. The preliminary study was conducted to pilot test the software based on the Technology
Acceptance Model (TAM) framework introduced by Davis (1989) to explain computer usage behaviour of teachers in
terms of knowledge in item analysis and software application, perceived ease of use, perceived usefulness, attitude
towards the software, and intention to use the software.
Key words: item analysis, software evaluation, intention to use
Region: Malaysia
Touorouzou Hervé Somé
Assistant Professor
Educational Studies Department
Ripon College
533 W. Thorne Street
Ripon, WI 54971
(716)-341-3576
Understanding Student Resistance to Cost Sharing in a Resource-Poor Country: The University of
Ouagadougou
Cost sharing is a response to austerity to increasingly cash-strapped higher education institutions. Parents
and students are called upon to bear some of the burden of higher education costs in francophone West Africa.
Francophone West Africa includes Benin, Burkina-Faso, Côte d‘ Ivoire, Guinea, Mali, Mauritania, Niger, Senegal,
and Togo. Although significant differences exist in their geography and climate, social and cultural history, level of
economic development, political systems, and national development strategies, their citizens share a model of
education firmly rooted in the French model.
This paper provides a theoretical framework for students who resist the payment of their higher education
tuition in francophone West Africa, with a focus on the University of Ouagadougou, Burkina Faso. Four bases of
~ 21 ~
rationale help to make sense of this resistance: 1) The French tradition and the history of having ―free‖ higher
education, 2) the role of African politics, 3) globalization and its discontents, and 4) the difficulty of taxation and
governance that magnifies issues of poverty.
It formulates lessons for other African countries and for developed countries also confronting the worldwide
imperative of revenue diversification in their higher education systems, due to financial and economic austerity.
Key words: cost sharing, student activism
Region: West Africa, Burkina Faso
Room 302 (9:40 – 10:50)
GLOBALIZING THE K-12 CURRICULUM
Rachel Burcin
Graduate Programs Coordinator
Robotics Institute
Carnegie Mellon University
Pittsburgh, PA 15213
(412) 268-4272
Angela Keiser
Curriculum Specialist
Robotics Institute
Carnegie Mellon University
Pittsburgh, PA 15213
(203) 464-2715
Interdisciplinary Approaches to Globalizing Secondary School Curriculum:
Case Studies from Carnegie Mellon and Yale University
Globalization is no longer a phenomenon we view as spectators from a distance. Dynamic waves of
globalization churn up daily interactions among people, ideas, and technologies that touch our local communities.
This current age of globalization has expanded our comprehension of earlier international connections and
dependencies, reframing interpretations of historical scholarship. How can universities and school systems
collaborate to help K-12 students gain an understanding of today‘s global and interconnected world?
This presentation explores two university collaboratives: GigaPan School Dialogues – Diversity and Inclusion
in the Community (Carnegie Mellon Robotics Institute, UNESCO International Bureau of Education, UNESCO
Associated School Projects Network, and secondary schools from Brazil, Indonesia, Trinidad & Tobago, South
Africa, and the United States) and the Citizens All Project that grew from Yale‘s participation in a UNESCO
international curriculum initiative.
Concepts of interconnectedness were crystallized via investigation of primary source materials; absorption of
research skills; and use of robotic platforms, digital imagery and other technologies. Both partnership examples
created resources, reproduction models, and applications for secondary school children and teachers that explore
current and past manifestations of globalization in their local communities.
Key words: university – K12 collaboration, globalization, technology
Region: USA
Alexander Mogilev
Professor, Head of the Computer Technologies
Department of Education
Voronezh State Pedagogical University
86, Lenin Str.,
Voronezh, Russia 394043
+7(904)210-0106
Vera Mogileva,
Docent
Department of the Corrective Psychology
Voronezh State Pedagogical University
~ 22 ~
86, Lenin Str.,
Voronezh, Russia 394043
+7(904)210-8515
Features of the Montessori pedagogic in Russia
A comparative study of influence of the cultural and mental features was conducted in US, Germany,
Netherlands, Kazakhstan, Ukraine and Russia on the Montessori system realization. This study is devoted to the
perfection of the Russian interpretation of the Montessori system on the base of foreign experience. Modern time
Montessori pedagogic is an important alternative to the existing pedagogical system of the Russian school and to the
student-teacher relationships. Montessori technique permits to turn object-subject relationship into subject-subject
ones. The implementation of the Montessori system in Russia leads to the changes of the mentality of the pedagogic
and the population. In the conditions of the transition to the education of free choice in Russia, Montessori pedagogic
will soon become competitive and widely spread unfortunately as the system of elite upbringing. Mostly expressed
the elite orientation of the Montessori upbringing is in Kazakhstan. In Ukraine the Montessori education is accessible
for masses and government-supplied.
Key words: Montessori education, comparative study national features
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Samina Naseem
Doctoral Student
Michigan State University
1525 Spartan Village, Apt D
East Lansing, MI 48823
(517) 355-3127
Enhancing Students‟ Learning through Thematic Teaching at Primary Level
An experimental study was conducted to enhance students‘ learning through thematic teaching at the
primary level. The objectives of the study were to determine the effect of thematic teaching on students‘ learning, to
analyze the effect of thematic teaching in creating motivation in students, and to create awareness among students
about their environment. The sample consisted of 45 females in grade II in a public school. Creating awareness
about the environment is one of the goals in science education in Pakistan. Therefore, an environmental theme was
selected. Pretests and posttests were used as research tools. The tests were developed to align with the syllabus of
grade II. Keen interest, motivation, and enthusiasm for learning showed by students proved thematic teaching to be
effective. Therefore, the researchers recommend using thematic teaching to create awareness about other social
and global issues among students. Another major recommendation is that thematic teaching should be introduced in
remote areas to solve problems of non-availability of teachers and teaching in multiage groups. Furthermore, the
study also suggested that innovative teaching strategies should be introduced in teacher preparation programs along
with providing inservice training to public school teachers.
Keywords: thematic teaching, primary level, students‘ learning
Region: Pakistan
Room 304 (9:40 – 10:50)
PEDAGOGIC ISSUES WHEN GLOBALIZING THE K-12 CURRICULUM
Marilyn Nash
Lecturer
Department of Elementary Education
Indiana University South Bend
1700 Mishawaka Avenue, South Bend IN 46634
(574) 520-4366
Bryon Scoggin
Teacher
Coquillard Primary Center
~ 23 ~
South Bend Community School Corporation
1245 N. Sheridan Street
South Bend, IN 46628-1226
(574) 283-8610
Math Now Begins with “P”: Partners, Praxis and Process
In order to create a positive educational narrative in the mathematics classroom, instructors must be able to
fuse the three basic components of partners, praxis and process into the learning community for students. A
mathematical enterprise between institutions of higher education and public education connects praxis, processes
and partners for an understanding of how to interpret and create a collaborative environment where learners have
ownership and engagement in the classroom. Linking universities and classrooms with engaging praxis creates a
learning environment crafted for students empowering them to link processes with applications. Both pre-service
teachers and classroom students are build partnerships, praxis and process with meaningful yet challenging
mathematical applications. Stakeholders get to know one another better and connect for higher level problem
solving. All students yearn for those classrooms where they have a sense of belonging, connection and ownership
in the learning process. Students desire to connect with each other and the world around them so implementing the
elements of partners, praxis and process enriches the learning exchange and broadens students‘ understanding of
mathematical processes versus creating product driven artifacts. When students are immersed in meaningful
relationships in the classroom community, link theory with praxis, and tap into purposeful challenges and processes
then education is holistically engaged, globally connected and transformative learning occurs.
Keywords: mathematics, partnerships
Region: USA
Kevin A. Gee
Lecturer in Public Policy
Brown University
Taubman Center for Public Policy
67 George St., Box 1977
Providence, RI 02912
(401) 863-9311
The Impact of Inquiry-Based Teaching Approaches on Student Performance in Science: Evidence from PISA
2006
The use of inquiry-based approaches in science education is motivated by the belief that students should
engage with science much like scientists do when carrying out their own investigations (Walker, 2007)—thus, inquiry
involves active learning approaches that are both ―hands-on‖ as well as ―minds-on‖ (Abell, Anderson & Chezem,
2000). Though inquiry methods have become widespread in science classrooms across the globe, there is limited
knowledge about whether inquiry can, in fact, lead to improved science performance. In our analysis, we
investigated the relationship between four inquiry-based teaching practices (use of: (1) models or applications, (2)
hands-on activities, (3) interaction, and (4) independent investigations) and science achievement for 15-year-olds
across eight countries participating in the Program for International Student Assessment (PISA) 2006. Within each
country, we find consistent evidence that more frequent use of independent investigations is associated with lowered
achievement in science; however, students reporting higher frequency with which science lessons emphasize
models or applications tend to have higher achievement. Evidence regarding the effectiveness of hands-on activities
and interaction was mixed. Our findings highlight the importance of lessons that have applications to the real world
and that have investigations which are directed and scaffolded versus purely discovery-based.
Key words: science education, inquiry-based teaching, PISA 2006
Region: USA
Joshua Hunter
Doctoral Student
Indiana University
4205 Silsby Road
University Heights, OH 44118
(812) 585-0948
~ 24 ~
When the World is Your “Place:” Localizing Environmental Education in a Globalized World
Interpretive naturalist guides promote locally-focused environmental and cultural heritage education in state
and national parks. One of their central concerns is giving children a sense of where they live and what lives around
them in their specific locality. This familiarity and connection to the local is termed ―sense of place‖ and privileges
local knowledge and attachment to place. However, there is an interesting tension between meeting the needs of
educating the public on local issues and promoting awareness of global issues such as climate change, species
extinction, and deforestation. This research explores how naturalists have modified their message to incorporate
global awareness and highlights the perceived benefits and limitations of globalizing ecological literacy. The trend of
moving environmental education into scientific domains is one attempt of universalizing and globalizing knowledge.
However, with this trend there exists the concern that important knowledge of regional biological and cultural
systems could be lost. Ethnographic data is exhibited which asserts both the concerns and predicaments of this
dichotomy between local and global knowledge and how these two might be interwoven to give people locally tuned
understandings while providing a larger global context.
Key words: environmental education, sense of place
Region: USA
Do-Yong Park
Associate Professor
Illinois State University
Normal, IL 61791-5300
(309) 438-5050
Finnish Science Education K-12 for Knowledge-Based Society
This session will be centered on discussions and ideas of how Finnish K-12 education is geared toward
knowledge-based society, and then will look at science education specifically. Finnish students were top-ranked on
PISA in 2003, 2006, and 2009 which drew keen attention from around the world, including the United Sates. Reason
being, as Lavonen et al. (2009) indicated, educational policy made it possible by allowing to enact knowledge-based
society, equality in education, a local level of autonomy, and highly competitive teacher education programs for
schooling in Finland. With classroom observations, curriculum-artifacts, and interview data, this session will discuss
how the context of Finnish education lends support to knowledge-based society. For that discussion, this session
includes (1) the context of science education in Finland, (2) science-related self-efficacy of students, (3) highly
competitive teacher education program, (4) social structure, (5) science curriculums, (6) future careers in science,
and (7) national initiative promoting science education, i.e., the National Core Curriculum (FNBE, 2004). Challenges
and complicated issues from the presenter‘s year in Finland will be discussed toward the end of session as they
pertain to knowledge-based society.
Key words: Finnish science education, knowledge-based society, equality in education, National Core Curriculum
Region: Finland
Room 320 (9:40 – 10:50)
UNITED STATES INVOLVEMENT IN GLOBAL CHANGE
Dr. Bin Ning
Assistant Vice President and Executive Director
Institutional Research and Information Management
Eastern Michigan University
Ypsilanti, MI 48197
(734) 487-4924
Ms. Sunday Griffith
Interim Director
Institutional Research
The University of Toledo
Toledo, OH 43606
(419) 530-1243
~ 25 ~
Globalizing Higher Education in Ohio: Strategies at the State and Institutional Levels
Globalization has become an overwhelming trend in many aspects of our society and a driving force for
economic development. Governments of different levels are using the momentum of globalization to attract
businesses and talents as a way to improve cultural diversity and economic competitiveness. Higher education
institutions must serve as a leading force for globalization. This study presents some of the challenges and
strategies on how higher education can lead the way to enhancing globalization at both state and institutional levels.
This study included two parts. First, the study used Ohio as a case to present the state-level strategies on
globalization. How to make a concerted effort among 13 state public universities through planning and identifying
action plans is critical to making an effective use of limited resources. In the second part, based on a survey
administered to 60 private and public colleges and universities in Ohio, the study presented specific efforts of
globalization at the institutional level.
Findings of the study addressed major challenges of globalization in higher education. Not surprisingly,
funding problems top all others. The study also found many actions taken by each institution to address the funding
shortages while striving to make improved efforts in internationalizing their curricula and programs.
Key words: Internationalizing Higher Education, Ohio
Region: USA
Carie B. Greene
Research Assistant/PhD Candidate
Kent State University, Kent, Ohio
122 Cypress Avenue
Louisville, Ohio 44641
(330) 875-1737
Examining the United States‟ Third Grade Assessment System and Global Comparisons to International
Assessment Practices
Using a hermeneutic phenomenological methodology developed by Husserl (1960, 1964) and advanced by
van Manen (1990), Greene (2010) collected data through 12 hours of interviews with four third grade teachers and
24 hours of observations. The themes discovered were that state-mandated testing produced negative experiences
and adverse emotions for the teachers and students and that the test was poorly designed. The participants believe
the test does not sufficiently measure their students‘ achievement, and that improper demands were being placed on
teachers and students to have the students produce passing scores. The participants‘ effective teaching practices
were negatively altered by test preparation, which narrowed the teachers‘ curricula.
This study revealed the participants‘ assertions that it is important to emotionally support their students for
state-mandated testing. They insisted that students‘ home environments have definite influences on their students‘
classroom learning and their test scores and that releasing test scores to the media was detrimental. The
participants postulated that too much state emphasis was being placed on academic skills with little concern for
developing students‘ social skills. The four teachers perceived an achievement gap between disadvantaged
students and affluent students. Additionally, a global comparison of third grade testing practices was examined.
Key words: state-mandated testing, third grade international assessment practices
Region: USA
Mary Rearick
Professor
Department of Teacher Education
Eastern Michigan University
315 C1 Porter Building
Ypsilanti, MI, USA 48197
(734)-487-7120 (2636)
Globalization and Internationalizing of Education: An Exploration of Course Development and Discursive
Practices in a University Literacy Program and a Networked Community of Practice
This presentation will provide participants with new thinking regarding the design of educational
environments and teaching and learning experiences in university-based programs and in an online community of
practice. Those educators who are interested in lifelong learning and collaborative initiatives within and across
cultural and continental boundaries will be particularly interested in the session.
~ 26 ~
Key words: teaching and learning, communities of practice
Region: USA
Room 330 (9:40 – 10:50)
IMPACT OF TECHNOLOGY ON INTERNATIONAL CLASSROOMS
Olena Zhadko
Doctoral Candidate
University of Missouri--St. Louis
6300 Cates Ave apt 2E
Saint Louis, MO 63130
(314) 359-9909
Digital Transformation of International Students in College in the United States
The economic, social, and political culture of universities in the United States has been changing under the
influence of internationalization and globalization in education. There is an urgent need to learn how a constantly
increasing population of international students adapts to the digital culture in college in the US. In order to address
the current demands of globalizing education, we need to know how to better serve international students who are in
the process of becoming highly qualified professionals, successful individuals, and global citizens. This presentation
focuses on the digital transformation of international students in college in the US. The purpose of this presentation
is to provide an exploratory description and develop an understanding of the experiences of international students
using ICT in college in the United States. This presentation will present survey results from two four-year Midwest
universities: one public and one private. All international students surveyed in this study were enrolled in the fall
semester of 2009 (undergraduate, graduate, postgraduate). Participants answered the following questions on an
online survey: What are the experiences of international students with Information Communication Technologies in
college in the United States? What ICTs (and for what purposes) do international students use in college in the
United States? The survey results reveal the frequency and magnitude of trends of ICTs usage by international
college students.
Key words: international education, ICT (information communication technologies), higher education
Region: USA
Marlena Bravender, Ed.D.
Lecturer
Eastern Michigan University
619 Heritage Cir
Fenton, MI 48430
(248) 895-6298
Exploring the Innovative Uses of Traditional Instructional Tools in Technology Enhanced Classrooms
As many educational institutions push for increased numbers of student-centered classroom environments,
the tools for instruction may not be making that same transition. These tools may very well stay the same simply due
to the comfort level of the instructor. This can often happen at any level of education across the globe. Through a
review of literature exploring technology pedagogy, it reveals that many traditional tools can be successfully
incorporated into student-centered environments when the reason for, and primary purpose of, these instructional
tools are altered to accommodate this specific transition. Some of these success stories have come from nations
outside of the United States and provide fresh insights to accommodating this transition in western educational
settings. It is imperative that educators understand models of exemplary instruction using traditional tools in
technology enhanced and online classrooms. Student-centered learning environments, with tools specifically
refocused to this type of instruction, are able to broaden perspectives of the instructors as well as the students.
Key words: Technology, Transitions
Region: USA
Eurvine Williams, Ph.D.
Assistant Professor of Reading and Literacy
~ 27 ~
Illinois State University
Normal, IL 61790-5330
(309) 438-3174
Technology Mediated Pedagogy in Higher Education: Negotiating the Realities of Globalization
Accelerating global competition between post-secondary institutions in combination with increasing learner
expectations have created a situation where institutions of higher learning are exploring technology mediated
pedagogy to remove time, place, and situational barriers to improve access. This option is quickly becoming a viable
consideration for most secondary institutions seeking ways to remove these barriers. Technology integration is
becoming one of the fastest growing concerns in higher education today (Lovegrove, 1999; Ayers, 2004; Lundeberg,
Daly and Harmes, 1998).
Technology mediated pedagogy will inevitably become an integral part of the global teaching and learning
process. In fact, the understanding is such that many universities are investing large sums of money to ensure that
they provide programs that can meet the demands of a modern global environment (Ayers, 2004).
It is not as easy as it sounds. There are many pragmatic, situational, and practical hindrances involved in this
deliberation. Technology integration in pedagogical practices at institutions of higher education requires a
paradigmatic shift of ideologies, priorities, and applications. Stakeholders seem to be at odds with what is necessary
in relation to the nature and application of technology in a global climate. (Ayers 2004, Bodie, 1998 Rogers 2000,
Spotts, Bowman, and Mertz 1997).
Key words: globalization, technology, pedagogy
Region: USA
Room 350 (9:40 – 10:50)
TEACHING AND ASSESSING ENGLISH LANGUAGE SKILLS IN CHINA
Jinxin Dai
Doctoral student
College of Education
The University of Toledo
4738 Country Walk Ln,
Sylvania, Ohio 43560
419-290-6503
Teaching English through Play in a Chinese Classroom
Most English learners in Chinese schools would readily acknowledge that memorization is a far more useful
skill in fulfilling school requirements than innovation. Usually, students write down teachers‘ lectures and memorize
notes for tests. Since achieving a good score is the main concern of students, they focus on test performance.
Rather than improve participation or relate material to students‘ interests, a teachers‘ task is to provide facts and testtaking strategies that will lead to higher scores.
One result of the lack of student input is that Chinese students do not get many chances to practice their
communication skills, especially with regard to speaking and writing. Typically, curriculum is prescribed and
meticulously aligned with standardized tests. To promote subjective well being as a worthwhile goal in China‘s
strong, traditional, teacher-centered system of schooling is no easy task. However, a teacher can move towards a
more 21st century orientation in a classroom through play by allowing students the freedom to be creative. Play can
be built via creating participatory environment, book-related pretend play and the use of technology. However simple
the prescription may seem, the potential for play to enhance student engagement and the quality of student learning
in China seems immense.
Key words: teaching English as a second language, teaching in China
Region: China
Wenxia Wang
PhD Candidate
Department of Curriculum, Instruction, and Teacher Education
Michigan State University
301E Erickson Hall
~ 28 ~
East Lansing, MI 48824
(517) 648-6513
Co-authors:
Jeff Bale & Peter Youngs
English Globalization and its Influence on China‟s Education
Guided by Ricento and Hornberger‘s (1996) theoretical framework on Language Planning and Policy, this
paper analyzes the implementation of China‘s 2001 foreign language policy for elementary schools in the provinces
and its apparent influence on China‘s education and the Chinese society. Data collection and analysis occurred
simultaneously following Hatch (2002) and Miles and Huberman (1994) throughout the study. Data collected
included annual educational reports, journal articles, yearly books, educational news, and statistical reports from the
websites of provincial education committees, the Ministry of Education of China, etc. The first author also had
informal talks with individuals from different provinces in China to compare the data analysis results with the actual
practices in their local schools. The data analyses indicate that policy implementation in China‘s provinces varies
widely and gaps exist between the goals of China‘s 2001 foreign language policy and its implementation. The variety
in the quality of English teachers and the 2001 policy implementation in the provinces seem related to the
educational funding system in China. Consequently, the policy is very likely to contribute to the widening educational
gaps, and therefore, increase the educational inequities among the provinces and between the cities and the rural
areas in China.
Key words: language planning and policy, primary education, English as a foreign language
Region: China
Huayun Xu
Doctoral Student
Department of Teacher Education
Eastern Michigan University
313 John W. Porter Building
Ypsilanti, MI 48197
(734) 883-6083
English Education in China
The research presented here is an overview of recent English education in China. It is intended to serve two
purposes: (1) to provide background information of English language education in the Chinese context, and (2) to
learn the current situation and problems in the development of English language education in China. The
presentation is structured in three parts. The first part examines the policies and practices of English language
education in China from a historical perspective. The second part focuses on the existing condition of English
education in terms of its impact on Chinese education, culture, economy, and the society as a whole. The last part
discusses the major issues and concerns about English language education in today‘s China, such as the
accessibility gap between urban and rural students and the cultural identity dilemma in the process of learning
English in a globalized world.
Keywords: English education, globalization
Region: China
Huili Liu
Graduate Student
The University of Maryland
215 Lakeside Drive, Apt T-3,
Greenbelt, MD 20770
(301) 655-6043
The Influence of the Listening Test for English Majors in China
With the revision of the English Teaching Syllabus for English Majors of Institution of Higher Learning and
the Test for English Majors (TEM), China has undergone several significant restructurings since it was set in 1991.
Listening plays an essential part in learning English, but research in the influence of listening tests for English majors
remains insufficient.
Learning and teaching to the test is the most severe problem in the teaching and learning of English
listening. Issues emphasized by the test are attached great importance by both teachers and students. Attention is
~ 29 ~
seldom paid to other issues, which either have not been included in the test or have been cancelled. For example,
the listening test for English majors in China does not include any essay questions, so very few students have
actually cultivated their writing ability.
To promote positive effects and eliminate negative ones for English majors, the ―chronic illness‖ should be
uprooted. The view of learning and teaching to the test should be corrected, and the test should employ more
comprehensive and objective listening materials. Though this may sound like a simple task, implementation remains
exceedingly difficult. However, the benefits are enormous.
Key words: listening test for English majors in China
Region: China
Room 352 (9:40 – 10:50)
INTERNATIONALIZING CURRICULUM THROUGH TEACHER STUDY ABROAD
(Panel)
Panelists:
Dr. Kristin Janka Millar (Co-chair)
Associate Director
Center for Latin American and
Caribbean Studies
Michigan State University
300 International Center
East Lansing, MI 48824-1035
(517) 884-2160
Dr. LeAnne Disla (Co-chair)
Outreach Coordinator
Consortium for Latin American and
Caribbean Studies
Duke University
141 Franklin Center, P.O. Box 90254
2204 Erwin Road, Durham, NC 27708-0402
(919) 681-3982
Dr. Carolyn O’Mahony
Associate Professor
Teacher Development and Educational Studies,
College of Education
Oakland University
485 C Pawley Hall
Rochester, Michigan 48309-4401
(248) 370-3039
Dr. John Metzler
Outreach Coordinator
African Studies Center
Michigan State University
100 International Center
East Lansing, MI 48824-1035
(517) 353-1700
Dr. Lynn Paine
Professor
Teacher Education, College of Education
Michigan State University
317 Erickson Hall
(517) 355-3266
Dr. Baishakhi Taylor
Associate Director
South Asian Studies Center
Duke University
109 Franklin Center, P.O. Box 90416
(919) 668-2146
Linda Tyson
Coordinator of Art Education
Faculty, Teacher Development and Educational
Studies, College of Education
Oakland University
470 H Pawley Hall
Rochester, Michigan 48309-4401
(248) 370-3197
This session focuses on short-term teacher study abroad as a means of internationalizing curriculum and the
transformative potential for teachers, students, and communities. As schools face greater pressures to meet global
demands, teachers need opportunities to learn that complicate and challenge their worldview. Within this process, it
is critical for teachers to develop understandings of the possibilities and potentials of the human condition, ultimately
transcending borders and boundaries. This roundtable panel is designed as an interactive session and dialogue
about promising practices and approaches to study abroad for teachers. Panelists will describe programs they have
designed and led for teachers to Latin America, New Zealand, Africa, China, India, and Europe. Participants at the
session are encouraged to share their experiences and ideas.
~ 30 ~
Regions: Latin America, New Zealand, Africa, China, India, and Europe
Keynote Speaker
11:00 AM – 11:30 AM (Room 310 A/B)
Iveta Silova
Frank Hook Assistant Professor
Comparative and International Education
College of Education, Lehigh University
Globalizing Curriculum: Critical Reflections on the Role of Universities in International Development
Since its inception in the 1940s, international development has become increasingly professionalized and
widely institutionalized in higher education both nationally and internationally. Universities now have programs and
sometimes entire departments (including comparative and international education), which offer courses in
international development policy, planning, and practices. Often connected to fieldwork and research in a variety of
development contexts, these courses have greatly contributed to the internationalization of university curriculum
across disciplinary lines. In most cases, however, efforts to internationalize curriculum have been based on the belief
in ―progress,‖ an unrelenting assumption that international development is linear, based on rationality, and
progressing towards a ―better‖ world for all. This presentation will critically examine complex implications of
institutionalizing the existing development paradigm of "progress" in university curricula and discuss how universities
may in fact contribute to maintaining—not closing—the gap between those in power and those in need by
entrenching inequality in contemporary development discourse and practice.
Keynote Speaker
11:30 AM – 12:00 PM (Room 310 A/B)
Nikolay Borytko
Professor
Volgograd State Pedagogical University
Volgograd, Russia
Bologna Process: Political Fights for the Global Market in European Higher Education
The Bologna declaration, adopted in 46 countries, proposed a European Higher Education Area in which
students may move freely among countries during their university studies. Aims of the Bologna declaration include a
multilevel education, the introduction of credits, mobility of both students and instructors, and quality control of
education. The presenter will discuss both positive aspects of the Bologna declaration as well as substantiated fears
from the perspective of the Russian higher education system.
Concurrent Sessions III
1:00 PM – 2:20 PM
Room 300 (1:00 PM – 2:20 PM)
VIDEO-POSTER PRESENTATIONS
(includes a video presentation at www.youtube.com and a presentation on a poster board)
Irina Zlotnikova
Professor
Kigali Institute of Science and Technology (Rwanda)
Avenue de l‘Armeé, B.P. 3900
Kigali, Rwanda
+250 782274418
~ 31 ~
Globalizing ICT Curricula in Countries of Sub-Saharan Africa through Open, Distance and E-Learning
Institutions of higher learning in countries of sub-Saharan Africa experience numerous challenges, including
high level of unemployment of recent graduates. To enable graduates with knowledge and skills required at the
global job market, African universities try to adjust their curricula to the international standards.
Developing their Information and Communications Technology (ICT) curricula, African universities follow the
recommendations of reputable professional organizations such as ACM (Association of Computing Machinery) and
IEEE (Institute of Electrical and Electronics Engineers). While based upon best international standards, the ICT
curricula in universities of sub-Saharan Africa sometimes sound quite unrealistic due to lack of technical and human
capacity. One of the methods ensuring the quality of education, as well as quality of university curricula, is Open,
Distance and E-learning (ODeL).
In sub-Saharan Africa, most countries of which are among the world‘s poorest, there are significant attempts
to implement ODeL programmes. The goal of this paper is to identify factors contributing to a success of ODeL
projects in countries of sub-Saharan Africa. The paper presents results of the analysis of existing ODeL projects in
African countries and explains their impact on the globalization of the ICT curricula. The study of the available data
sources has been supplemented by the author‘s personal experience of working in Uganda, Rwanda and
Mozambique.
Key words: developing countries, information technology
Region: Uganda, Rwanda, Mozambique (Sub-Saharan Africa)
Link: http://www.youtube.com/watch?v=3Rv20Ww947w
Ekaterina Gorbunova
Doctoral Student
Institute of Social Sciences, University of Lisbon
Senior researcher (on leave)
State University, Higher School of Economics (Moscow, Russia)
Av. Prof. Aníbal de Bettencourt
91600-189 Portugal Lisbon
+351-21-780-4782 ext. 282
European Studies curricula in Russian universities: European influence or national development?
In the last two decades the Russian educational system is in the process of reforming, where the higher education
institutions (HEIs) have a serious task of developing innovative curricula and assuring its comparability and
transparency. Given the intensifying cooperation of Russian HEIs with European universities, the development of the
European Studies curricula – a new and a highly underdeveloped discipline in Russia – becomes a priority. The
current research project is an effort to assess the character of external social, political and educational influences, as
well as various strategies used in the process of European studies programmes‘ development in Russian HEIs by
using the case-studies method, examining the formal curricula and conducting in-depth interviews with programmes‘
leaders and staff.
Following the sociological institutionalism and classical functionalist theories of education, in the framework of the
current research education curriculum is understood as a social phenomenon, which is shaped both on a national
and international level and reflects respective social imperatives. The main research question is to understand
whether the European Studies in Russia are being shaped by European tradition, practices and norms, both
educational and political, or do they present a result of a national education development and ideology?
Key words: curriculum research, European Studies, higher education in Russia
Region: Russia
Link: http://www.youtube.com/watch?v=tZl-vVwXfiE
Ekaterina Starodubtseva
Director
International Education Center
Voronezh Institute of High Technologies
73 A Lenin Street
~ 32 ~
Voronezh, Russia, 394043
+7(4732)20-56-04
Reaching potential students from Russia to study at US Universities – marketing outreach project
With the current tendency to globalization and internationalization, there is a wide range of educational
institutions with world-wide horizons that implement a great number of marketing practices for the recruitment of
international students. These practices are vital when establishing professional networks and new international ties
for unilateral or bilateral exchange. Due to the growth of political relations between Russia and the USA there is a
great need to increase the amount of international exchange students as a way to increase diplomacy.
The research is initiated on demographic information profile of Russian students able and interested to study
in the USA. Students are segmented on the basis of whether they will be pursuing a degree in the USA or whether
they will be doing professional development, such as English study or other career training. In this research the
author conducts a survey on finding ways to communicate with individuals in the demographic of potential Russian
students through the Internet and other modern means and determines best sites listed in order of strongest to
weakest for distributing information to potential students.
The author develops messaging in the format that Russian students are used to receiving it including
graphics, photos that would attract student attention.
Keywords: demographic, communication, marketing, student groups
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Link: http://www.youtube.com/watch?v=e5uDtoR1nWA
Natalia Serostanova
Senior Lecturer
Voronezh Institute of High Technologies
+7 (4732) 72-73-98
Telecommunications Projects in the Process of Forming Personality and Vocational Competence of
Specialists
Globalization and informatization of education, with its personality-centered orientation, demand the
development of personality and the vocational competences of students. Personality and vocational competence can
be defined as a complex of personality features of a future specialist contributing to the effectiveness of their
professional activity. Among the ways of teaching foreign languages, telecommunication projects are considered as
an effective means of mastering language as well as forming important personality qualities.
Telecommunication projects have some peculiarities in the process of forming personality and vocational
competence of future specialists. They are as follows:
 Telecommunication projects, though the teacher plays a major role in offering support and guidance
throughout the process, are student-centered.
 Telecommunication projects focus on professional content learning. Real-world subject matter and topics of
interest to students can become central to the projects.
 Telecommunication projects are cooperative rather than competitive.
 Telecommunication projects culminate in an end product that can be shared with others, thereby, giving the
project a real purpose. The value of the product lies not just in the final product but in the process of working
towards the end point. Project work, which has both a process and product orientation, provides students
with opportunities to focus on fluency and accuracy at different project-work stages.
 Telecommunication projects are potentially motivating, stimulating, empowering, and challenging.
Thus, necessary student qualities such as responsibility, initiative, communication, creativity, mobility, ability to
work with a team, readiness to collaborate, self-organization and self-education are developed for their future career.
Project work also results in improving student language skills, content learning, and cognitive abilities.
Key words: telecommunication, vocational competence, professional learning, personal qualities
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Link: http://www.youtube.com/watch?v=Y7u6gfmcwOI
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RUSSIAN EDUCATION: CURRENT STATE AND CHALLENGES
(Poster Presentations)
Elena Levanova
Professor
Moscow State Pedagogical University
Maliy Suharevskiy Lane, 6
127051 Moscow
Russian Federation
+7(495) 607-4513
Modern educational technologies
Development of various forms of the education, changing contexts and variety of training influence not only
the form, structure and duration of granting of educational program, but also on the approach to the organization of
training: In modern conditions more flexible teaching providing a wide management and support of students with the
purpose of activization of its position in training is demanded.
It occurs through use of practice oriented educational technologies:
 cognitive oriented technologies: dialogical methods of training, seminars-discussions, problem training,
cognitive instructing, cognitive cards, instrumental-logic training, training of a reflection, etc.;
 activity oriented technologies: methods of projects and directing texts, contextual training, organizationalactive games, complex (didactic) tasks, technological cards, imitative-game modelling of technological
processes, etc.;
 person oriented technologies: interactive and imitating games, trainings of the development, developing
psycho-diagnostics, etc.
Key words: practice oriented technologies
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Anna Serykh
Professor
Russian State University by I. Kant
Kaliningrad
Russian Federation
Preparation of teachers for interaction with unsocial (victim) children*
At the present stage of development of education the problems have become aggravated, necessity of which
scientific decision is determined by features of social and economic attitudes and social and cultural situations in the
Russian society. One of such problems - conditions of a life, development and socialization of greater groups of
children.
Adverse conditions of a life in which there are children, do many of them unsocial (victim), i.e. predisposed to
become victims of adverse conditions of socialization (A.V.Mudrik). As statistical data and results of various
researches show, and also studying of mass pedagogical experience already in initial classes of comprehensive
schools teachers work with enough greater number of victim children of various types (social orphans, invalids,
migrants, neglected, having experience of self-destructive behavior, etc.), the number of children with deviations in
development and behavior, with social deprivation and school disadaptation increases. Victim children require
specific forms of pedagogical work and the psychological help, considering their personal features and features of
their social and interpersonal situation of development (A.L.Venger).
Such situation demands corresponding system of preparation of teachers to interaction with victim pupils
with use of modern technologies. Effective the technology has proved integrative technology, connecting and
integrating various blocks of theoretical and practical disciplines. It gives to process of preparation of the teacher to
interaction with victim children purposefulness, integrity, continuity and sequence.
Realization of integrative technologies occurs on four types of classes:
 The classes as seminar, but with one subgroup, directed on working off of the certain pedagogical skills;
 the classes which are imitating school conditions in a student's audience and organizing as «business
game» during which students act both in a role of the teacher, and in a role of the pupil;
 the classes in the form of supervision and the analysis of a lesson or educational action under specially
developed program it is direct at school after preliminary working off of corresponding theoretical position;
 the classes in the form of exactly pedagogical activity at school when students under direction of the teacher
prepare and spend educational actions and analyze results.
~ 34 ~
Key words: victim children, integrative technology
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Svetlana Serjakova
Professor
Moscow State Pedagogical University
Maly Suharevsky lane, 6
127051 Moscow
Russian Federation
+7(495) 607-4549
Integration to Bologna Process and Russian Education
Integration processes in education (Bolonsky process in Europe) is the change of educational paradigms,
displacement of accents in formation from information-subject positions on personal - focused define directions of a
development of education in Russia. Students should develop such personal qualities which will allow them to study
throughout all their life and to apply knowledge to many spheres. Universities should provide qualitative continuous
education according to requirements of the person and a society through working out of various educational
programs and various forms of the organization of training (remote, internally-correspondence, correspondence,
additional, etc.), mobility of students at the international level.
Modern requirements have caused transition of the higher vocational training on level preparation (a
bachelor degree and a magistracy), working out of Federal State standards of the third generation on a basis of
competence approach.
Previous SES HPE of the first (1994-1996) and the second generation (2000г), have considerably expanded
the academic freedom of high schools in formation of educational programs (from 10 % in 1988 to 30-40 % in
2000г.), however they have kept orientation on information-learning model of the higher vocational training, in which
basic accent becomes on formation of the list of disciplines, their volumes and the maintenance, instead of the
requirements to level of development of a teaching material.
In 2009-2010 are accepted Federal state educational standards of the higher vocational training of the third
generations defining as the purposes and results of formation common cultural and professional competence
(competence approach); the volume of educational programs is expressed in test units (240z.e. - a bachelor degree4 of year; 120 z.e - a magistracy-2 of year) that defines introduction of grade-rating system of an estimation; modular
construction of educational programs. Requirements to realization of new educational programs define necessity of
application of active forms of study with use of modern means and information bases. The academic freedom of high
schools in formation of educational programs is increased to 50 % - a bachelor degree, 70 % - a magistracy.
Now, when technologies and knowledge are quickly updated, introduction of the baccalaureate program with
possibility of continuation of training in a magistracy, in the system of post-high school or additional education
according to quickly changing labor market is expedient.
Key words: the educational standard, level preparation, competence approach
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Tatyana Pushkareva
Moscow State Pedagogical University
Maly Suharevsky lane, 6
127051 Moscow
Russian Federation
+7(495) 607-4549
Interiorization of Scientific Knowledge in Educational Process at University
In the modern conditions in the system of Russian higher education specialist professional training includes
acquiring specific sum of knowledge. The system of teaching at university in Russia has come to the passive
information acquiring recently. An instructor has not asked themselves about the personality importance of this
knowledge for a student and its interiorization for the future usage in the professional activity while presenting
theoretical knowledge, methodological approaches and scientific conceptions. As a result there is a problem of
detachment of scientific knowledge acquired in educational process from demands raised in the process of
professional activity. For solving this problem there is a necessity of searching for a new approach directed towards
~ 35 ~
forming of student personality need of getting scientific knowledge that must be interiorized as professionally
necessary.
That is why educational process at university aims at teaching subjects of professional training in concordance with
specialist professional responsibilities. Students prepare themselves for solving professional problems by stocking up
practical tooling by all group members; as a result everybody gets accumulated material. Using of collaborative
debriefing (A.Panfilova ―Pedagogical modeling‖, 2007) lets realize inaccuracy in students work and find the possible
variants of solving the problem taking into account different situations, emerging in the process of professional
activity. Teaching becomes the process of constant getting new knowledge by students, students development as
future specialists, and search for lacking knowledge important for students. This stimulates students cognitive
activity, forms students attitude to themselves as high-skilled competitive specialists. The necessity of personality
knowledge getting allows every student to treat the system of professional training in a different way.
Thus, the interiorization of scientific knowledge in educational process at university is a specific transformation of
cognitive objects, external in form to personality important scientific knowledge that is generalized, formed and used
in the professional activity.
Key words: detachment of scientific knowledge, knowledge interiorization, solving of professional problems,
collaborative debriefing
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Svetlana Sivtsova
Graduate student
University of Toronto
70 Cambridge Avenue 1823 Cragmuir Court
Toronto, ON
M4K 2L5, Canada
+1-647-861-7650
Exploring International Education in Formal and Informal Settings: The Case Study of the Russian City of
Chita
Internationalizing education systems seems to be a global process knowing virtually no geographical
boundaries yet permitting for a variety of implementations it may take within those boundaries. The presentation is a
descriptive overview of the international education system in the remote Russian city of Chita which provides a
glimpse of its objectives, historical tradition and progression, current trends, achievements, and limitations. Both
formal and informal settings of international education developments are considered; the focused, however, is paid
to the non-formal segment as an inalienable and effective part of the local international education landscape.
Key words: international education; non-formal setting
Region: Russia
Igor Lvovich
Rector
Voronezh Institute of High Technologies
Voronezh, Russia
+7 (4732) 72-73-98
Yakov Lvovich
President
Voronezh Institute of High Technologies
Voronezh, Russia
+7 (4732) 72-73-98
Exploring Educators‟ Readiness for Realizing Innovative Activity in Russian Universities
With the ever-changing world crisis statement as it is, the time is now for Russian education to explore and
implement new techniques in the training of professionals. It is necessary to equip highly qualified professionals with
innovative thinking and problem solving skills.
Innovative culture is shown in a student‘s readiness and capability to take part in realizing and adjusting to
the changes which are constantly occurring in the world. In the process of the formation of an innovative culture, a
person must possess the skills to adapt to the changing environment and to accept novelty. Innovative activity,
~ 36 ~
defined as a factor of a person‘s self-development, deals with the formation of creative potential, innovative thinking
and innovative culture of students in the teaching process at the university. It is necessary to have knowledge of
innovation, be good at organizing innovative activity, and to understand its value to the vocational forming of future
professionals in order to involve students in innovative activity.
The goal of administrators in higher education institutions is to create a system of forming innovative culture
for future professionals. To find a solution, we are performing research among educators in order to define their
readiness for innovative activity. Educators are to complete a special four unit questionnaire: Unit 1 informs what the
role of innovative activity is and the main point; Unit 2 includes innovative activity participation, its direction, and the
results; Unit 3 defines motivation activity; and Unit 4 dwells on the factors which prevent the realization of innovative
activity. Thus, the experiment shows the importance of conducting purposeful work with educators and students in
order to define basic trends in the field of innovative activity.
Key words: innovative activity, readiness for innovative activity, Russia
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
EDUCATION IN IRAQ: REBUILDING THE EDUCATION SYSTEM
(Poster Presentations)
Dr. Ghadah Yiseen
University of Baghdad, Iraq
Dr. David Anderson
College of Education
Eastern Michigan University, USA
Application of the „Systemic Approach to Teaching and Learning‟ (SATL) to Post-Secondary Physical
Chemistry Courses in Iraq
Physical chemistry is considered as the correlation point among three basic sciences, namely Physics,
Mathematics and Chemistry. Without understanding this correlation point, the nature of physical chemistry cannot be
fully understood. In order to understand this correlation point, professors must use techniques that lead to
―meaningful learning‖ (Ausubel, 1968). Concept-mapping has been shown to be an effective method to support
meaningful learning (Novak, 1998). In the area of science education, one of the most effective uses of conceptmapping is called the ―Systemic Approach in Teaching and Learning‖ (SATL). Since its inception 12 years ago
(Fahmy et al., 1998) through the joint efforts of Professor A. F. M. Fahmy at the Department of Chemistry, Faculty of
Science of Ain Shams University, Cairo, Egypt and Professor J. J. Lagowski, Department of Chemistry and
Biochemistry, The University of Texas at Austin, these SATL techniques have been successfully applied at all levels
of education, and across a wide variety of disciplines. Research on these SATL techniques indicates that they
provide a superior learning environment to the traditional linear methods of teaching, and that these techniques will
transcend political and cultural barriers as well as being applicable to all levels of education. This presentation will
discuss how SATL can be applied to the areas of kinetics and thermodynamics in physical chemistry, and how this
research enhances our understanding of concept-mapping and its impact on teaching and learning.
Key words: Science Instruction, concept mapping, higher education
Region: Iraq
Dr. Fatin Khairy Al- Rifa’I
Dept. of Educational and Psychological Sciences
University of Baghdad, Iraq
Dr. David Anderson
College of Education
Eastern Michigan University, USA
Evaluation of the 2010 Fulbright Visiting Iraqi Scholar Exchange Program: Reflections from Within
In general, research indicates that the exposure to a country, its people, and culture will have an impact on
anyone who has studied abroad (SRI International, 2002). As a result of the exposure, perceptions are changed,
thoughts challenged, and, most important, a new world view is garnered. Participation or involvement in international
activities also provides enhanced cultural awareness, improves communication skills, and increases foreign
~ 37 ~
language skills. In particular, scholar exchange programs provide opportunities for scholars and professionals to
establish new contacts with academic and professional colleagues in other countries, to develop collaborative
teaching and research relationships with other scholars and professionals, and to pursue professional development
and scholarly work in the host country. This paper addresses the experiences of participants (including both the
visiting and host faculty) in the 2010 Fulbright Visiting Iraqi Scholar Exchange program. It will address the range of
program activities, the challenges, the successes, and the on-going collaborative projects.
Key words: Fulbright, Exchange
Region: Iraq, USA
Room 301 (1:00 – 2:20)
PROGRAM EVALUATION
Şükrü Ada
Atatürk University, Erzurum-Turkey
Sedat Gumus (Presenter)
Michigan State University
3109 Trappers Cove Apt 2C
Lansing, MI 48910
(517) 980-5794
Evaluating Educational Administration Master‟s Programs: A Comparative Study of Turkey and the USA
A number of studies show the role of school principals has changed from a manager to instructional leader
over time (Barnett, 2004). Student achievement is considered one of the main responsibilities of today‘s principals.
Therefore, they are expected to focus more on instructional practices in schools rather than the conventional
managerial work. However, in practice, there are few principals who can effectively perform their role as instructional
leaders (Fink & Resnick, 2001). In this case, graduate programs in educational administration, especially master‘s
programs, are very important for developing instructional leaders. In this study, we will compare educational
administration master‘s programs in Turkey and in the US. We chose these two countries because they have very
different educational systems and principal selection processes. Turkey is a developing country with very centralized
educational system and does not require any master‘s degree or principal certification for being a principal, while the
US is a developed country which has decentralized educational system and, generally, prefers a master‘s degree in
educational administration or a principal certification for being a principal. Hence, we aim to illustrate the differences
and similarities between educational administration master‘s programs in these two countries in terms of content and
structure. We will also evaluate master‘s programs regarding their sufficiency for preparing instructional leaders for
today‘s schools.
Key words: instructional leadership, school principalship, Master's programs
Region: Turkey, USA
Diana Yefanova
Doctoral Student
Comparative and International Development Education Program
University of Minnesota-Twin Cities
2285 University Ave. W, Apt. 160
St. Paul, MN 55114
(651) 645-1535
Stakeholder Perspectives on Cross-Border Graduate Double Degree Program Implementation: Case Studies
in Different National Contexts
Cross-border collaborative partnerships represent an area of growing significance for universities worldwide.
One type of such alliances is a graduate double degree program that leads to two or more equivalent qualifications
upon completion of program requirements established by two or more partner institutions. However, such programs
face multiple academic, administrative and recruitment challenges, often failing to gain high reputation and significant
student participation. This comparative multiple case study investigates how university stakeholders (program
administrators, staff, and faculty) view and evaluate cross-border graduate double degree program rationales and
~ 38 ~
implementation at Japanese and foreign (American and Australian) universities. The driving question in this research
agenda is whether there is enough support for such programs among different players within institutions, and what
role stakeholder support may play in program implementation in differing institutional contexts. The ensuing analysis
highlights potential sources of program ineffectiveness and addresses stakeholder support and resistance issues
based on perceptions of program value, access to resources, and participation in decision-making. Rationales
behind moderate support from staff, active support by program administrators and low levels of support among
faculty are addressed. The study also offers collaborative program policy recommendations.
Key words: cross-border tertiary education, interuniversity strategic alliances, internationalization
Region: Japan, United States, Australia
Dr. Sufyan Faraj Al-Janabi
College of Computers
University of Anbar
Ramadi, Al-Anbar, Iraq
Dr. William Sverdlik
Department of Computer Science
Eastern Michigan University
Ypsilanti MI, USA
Enhancement of Student Programming Skills Using Distributed Collaborative Programming
The positive aspects of collaborative team programming have been well established in the computer science
education community; benefits include better workload balance, deeper problem comprehension, and enhanced
quality achieved through peer review. The authors propose to implement these ideas in a multi-national distributive
environment. It is anticipated that students will gain the well establish goals of collaborative programming, specifically
better programming skills, and at the same time gain cultural and technological skills not readily available via local
collaborative efforts.
The two authors met in August 2010 when the first author was a Fulbright scholar at Eastern Michigan
University (EMU). Various possibilities to continue long-term cooperation between their respective universities were
discussed. The issue of developing programming skills of students through international collaboration is the one
considered in this work. After the completion of the design and planning phase, we aim to start implementing a 2-3
month pilot project during the second term of the 2010/2011 academic year. The pilot project will enable us to
understand unforeseen problems and collect important feedback from students. This will facilitate refinements in our
design. We hope a complete version of the project can be implemented in the 2011/2010 academic year.
This paper presents the planning and designing phase of this international collaborative work along with the
rationale behind it. After initiating the implementation phase, more practical and implementation details will be
considered in subsequent papers.
Key words: distributed programming, multi-national collaboration
Region: USA, Iraq
Room 302 (1:00 – 2:20)
ORGANIZATIONAL CHANGE AND PROFESSIONAL DEVELOPMENT PROGRAMS
Ray Lewis
Graduate Student
Leadership and Counseling Department
Eastern Michigan University
Dr. David M. Anderson
Associate Professor
Eastern Michigan University
Addressing Conflict Avoidance in Educational Environments
Within an educational organization, there are many behaviors that can be either productive or counterproductive for the overall success of the organization. It is essential for leaders to understand how and when
~ 39 ~
behaviors can be constructive or destructive, and what to do when the behavior is destructive. One such behavior is
conflict avoidance.
In some situations, conflict avoidance (in the short term) can be a reasonable, even necessary, method of
maintaining a stable workplace. For example, conflict avoidance is appropriate when: 1) an issue can be resolved by
letting people ―cool down‖; 2) others can resolve the conflict more effectively; 3) the potential disruption outweighs
the benefits of resolution; or 4) there is a need for gathering additional information. (K.W. Thomas, ―Conflict and
Conflict Management‖, pp. 889-935 in M.D. Dunnette (ed.) Handbook of Industrial and Organizational Psychology.
Chicago: Rand McNally, 1976.) However, in most cases, there are significant negative consequences of conflict
avoidance such as broken relationships, reduced productivity, and team dysfunction. So, considering the possible
negative consequences of such behavior, it would be highly beneficial for organizational leaders to address conflict
avoidance behaviors.
In order to address conflict avoidance, it is necessary to recognize that it can be considered an addictive
behavior due to its persistence in individuals and their compulsive evasion of recognizing/addressing it. This
behavioral addiction is rooted both in individual experiences as well as the broader social and organizational culture.
The purpose of this paper is to analyze a 12 step intervention program to address conflict avoidance, as well
as its related organizational support services. This program is very useful for educational leaders in terms of building
more productive work teams and stronger community. The analysis addresses the conference theme by providing
insights into the organizational culture and proposing a useful intervention for educational leaders.
Kamol Jiyankhodjaev
Fulbright Scholar
Columbia University
Elon University
2375 Campus Box
Elon, NC 27244
+ 646-262-6004
Changes in Teacher Training of Uzbekistan
As a part of higher education, the Uzbek teacher pre-service and in-service training system (TTS) has rapidly
changed during the last decade of independence. Inheriting from Russian (and further from German) education its
―comprehensive‖ character, the Uzbek education system is changing towards ―westernization‖ through a number of
consecutive reforms. In the early stages, structural reform introduced 12-year universal compulsory schooling.
Parallel to that higher education setup was changed from a five-year specialist diploma to a four-year bachelor‘s
degree followed by a two-year master‘s degree. Responding to the demand of these reforms, TTS is also changing.
Implemented new education standards are keeping overall ―comprehensive‖ curriculum character and, at the current
stage of development, TTS‘s initiatives mainly focus on delivery and assessment methodology. Interactive and
student-centered teaching methods are now broadly introduced. The assessment system more and more relies on
standardized testing. Started by international donor projects, these initiatives are now supported by formal preservices and in-service TTSs as well as teacher community groups. Management of that change process is a clear
challenge and demands further development of management capacity. Response to that could be the development
of an education management profile for Pedagogic University curriculum as well as an introduction of short-term
Change Management courses for school administrators.
Keywords: teacher training
Region: Uzbekistan
Do-Yong Park
Associate Professor
Illinois State University
Normal, IL 61791-5300
(309) 438-5050
A Model of Overseas Professional Development for Gifted Education
This session will discuss an effective overseas professional development program for inservice teachers in
gifted education. This session reports part of the evaluation of an Overseas Professional Development Program
(OPDP) for inservice gifted education teachers that was held at a mid-west US university in 2009 and 2010. Each
year, participants included 20 inservice teachers who have been teaching gifted students at 6-12 grade levels in
Korea. Over the past two years, a total of 40 inservice teachers visited a US higher education institution for two
weeks in the summer and participated in a residence model of professional development (Sparks & Loucks-Horsley,
~ 40 ~
1989) for gifted education. From a perspective of sociocultural theory, this session will discuss the following three
aspects about the program:
1. Three unique yet interlocking modules that were used to guide the program design,
2. Results from open-ended questionnaire about the gifted education and content knowledge and skills that
participants gained through the program, and
3. An effective professional program reflecting knowledge and skills and practical knowledge (Grimmett &
MacKinnon, 1992) that inservice gifted education teachers needed.
Although professional development becomes a key component in fulfilling educational reforms in each
country, little research has been conducted about the effect of overseas professional development. Implications will
be discussed in terms of content, pedagogy, school visits, and cultural experience and how each component plays a
role to meet the goals of overseas professional development for gifted educators.
Key words: Socio-cultural theory, overseas professional development, gifted education
Region: Korea, USA
Marilyn Wedenoja Ph.D., LMSW
Professor of Social Work
School of Social Work
Eastern Michigan University
361 Marshall
Ypsilanti MI 48197
(734) 487-3230
Janet Reaves Ph.D., LMSW
Associate Professor of Social Work
School of Social Work
Eastern Michigan University
348 Marshall
Ypsilanti, MI 48197
(734) 487-2321
Starting-Up a Social Work International Program in Jamaica: Some of the Joys and Hassles!
Some suspect we select new locations for international education based on places where we wish to
―vacation‖, or naively assume that a faculty can pick sites by throwing darts at a world map. In fact, the process of
developing new international locations for student trips may take years of networking, exploration, and relationshipbuilding. This work may end up being financed by faculty themselves, with persistent development done by one or
two faculty members. The process tends to be idiosyncratic.
Sometimes how one meets a key contact from that country may be serendipitous at a conference, on a trip,
or through a friend or family member. Even once one has such a ―contact‖, it must be nurtured, developed, and
maintained. Technology that is now increasingly available around the world, such as smart phones, email, websites,
Skype, and yes – even Facebook - provide more tools and strategies for developing and nurturing relationships with
community members at potential education sites internationally.
This presentation will focus on developing a new location for student learning in Bluefields, Jamaica. The
process of identifying volunteer opportunities, obtaining university-based approvals, and planning for the
infrastructure needed to sustain such a social work program will be discussed.
Key words: Early Program Development, Social Work Students; Volunteering in Jamaica
Region: Jamaica
Room 304 (1:00 – 2:20)
STUDY ABROAD
Dr. Betty Kirby
Central Michigan University
(989) 774-1503
Transformational Learning: Nine Principles for Improving the Adult Learner Experience in Short-Term Study
Abroad Programs
~ 41 ~
Traditional short-term study abroad programs typically designed for an undergraduate audience are often
insufficient for adult learners. This article explores the research findings from two studies focused on the adult learner
and transformational learning experiences in short-term study abroad settings and nine principles to improve the
adult learner experience. The principles emerged from the findings of a dissertation study conducted in Beijing,
China, 2008, and were then utilized in the design of a second study conducted in Ireland, 2009. Data synthesized
from participant interviews, surveys, and journal summaries support the validity of the nine principles and provide
insight into the essence of transformational learning experiences for adults. The principles and subsequent
recommendations offer a framework for designing an effective adult leaner study abroad experience and can be
used to build the capacity for this age group through standards of best practice.
Key words: transformational learning; adult learners; short-term study abroad; globalization; graduate level
Region: China, Ireland
Dawn Walker
Study Abroad Advisor and Graduate Student
Programs for Study Abroad
Purdue University
Young Hall Room 105
155 S. Grant Street
West Lafayette, IN 47907
(765) 494-2383 (office)
Developing Global Citizens: Approaches to Pre-departure Programs in International Education Programs
The composition of study abroad programs has changed through the years. Universities and colleges are
creating programs that vary in length, destinations, and course offerings. This may be why more U.S. students than
ever are choosing to study abroad during their undergraduate studies. With more students studying abroad, there is
more paperwork, country-specific information to teach, and intercultural concepts to make sure students understand
(Franklin & Spencer-Oatey, 2009). Many study abroad offices rely on pre-departure programs to help prepare
students for their study abroad experience (Cushner & Karim, 2004).
Pre-departure orientations help students adapt to their host destination. These programs can provide
students with information about the country, culture, language, paperwork, and adjustment strategies (Cushner &
Karim, 2004). Sometimes students take a course where they earn credit the semester before they leave for their host
destination. Other pre-departure programs consists of a single or multiple meetings held at a variety of times and
locations. Sometimes students do not receive any prior assistance before they leave for their study abroad
destination (Arthur, 2009). This study examines how pre-departure programs are created and implemented at three
diverse college campuses and describes current approaches to pre-departure education.
Key words: study abroad, pre-departure education, higher education
Region: USA
Catherine H. Reischl
Clinical Associate Professor
School of Education
University of Michigan-Ann Arbor
610 East University, School of Education
Ann Arbor, MI 48109
(734) 936-0872
Kathryn Young
Secondary Teacher Education Coordinator
School of Education
University of Michigan-Ann Arbor
610 East University, School of Education
Ann Arbor, MI 48109
(734) 763-8890
Building Critical Perspectives on Language, Culture and Learning: Short-Term Undergraduate Journeys in
the South Pacific
~ 42 ~
This presentation reports on and analyzes research on the nature of undergraduate students‘ learning in
month-long service-learning journeys to New Zealand and Hawai‘i. Through examination of student writing, artifacts,
and post-trip interviews and evaluations from these two separate projects, presenters will share findings on students‘
learning and discuss how these findings might shape the design of short-term intercultural service-learning
experiences. These projects focused on developing critical comparative perspectives on the role of language,
culture, and schooling through involvement in schools that offered rich cultural and linguistic diversity and service
projects with local political and environmental organizations.
Pre-trip experiences for each of these projects offered students opportunities to engage with local community
members to explore language maintenance and renewal, culturally relevant teaching practices, and schooling in the
lives of members of Ojibwe, Muslim, and African-American language and cultural backgrounds in Michigan.
Students, who represented areas of study from throughout the university, learned to perceive the role of language
and culture in schooling in their own and others‘ lives in Michigan and then in the lives of Māori (indigenous people)
and Pakehā (people of European origin) children, youth and teachers in Aotearoa New Zealand schools and in the
lives of Native Hawai‘ian students, teachers and community members on Oahu. Particular attention was paid to the
active role that users of the language of power (English, in both the U.S. and Aotearoa New Zealand settings) must
take in co-constructing equitable language and cultural pedagogies in schools.
Key words: international service-learning, undergraduate study abroad
Region: New Zealand, Hawai‘i
Room 320 (1:00 – 2:20)
THE CULTURAL CONTEXT OF LANGUAGE EDUCATION AND INTERNATIONALIZATION
Emilia Komarova
Professor
Head of Department of Cross Cultural Communication
Voronezh Institute of High Technologies
73-a Lenin St.
Voronezh, Russia 394043
New Techniques in Teaching Foreign Languages at the University
There are many ways of teaching foreign languages according to the personality centered paradigm by using
different approaches such as: context, competence, communicative, and cognitive. The most effective approach is
associated with the students‘ intellectual, creative, and moral development. Teaching foreign languages deals with
students involved in an authentic environment while realizing the social and cultural features of foreign countries. In
addition, pedagogical technologies play a major role in mastering foreign languages.
We propose that pedagogical technology be divided into three trends:
The first trend, technology in education associated with programmable teaching, is oriented towards
extending the possibilities in using technical means and suggests a stepped presentation of language material in
accordance with algorithm and stepped control.
The second trend, educational technology, means the technology of organizing the educational process.
Today, computers open general access to different information strategies. Personal characteristics of students,
visual thinking, information culture, and communicative competence are all very urgent now.
The third trend, technology of language education, deals with methods, ways, and modes of teaching.
Technology in education is a leading role in the organization of independent, creative activity of the students and
creates good context in their self-organization. On the one hand, educational technology suggests a scientific
approach to linguistic and psychological content of teaching, its choice; on the other hand, it takes into account its
principles, methods, and means of teaching foreign languages. Such understanding of educational technology
corresponds to the requirements of the modern educational paradigm. The main point of this technology takes into
consideration a person‘s interests and values that are dominant components in organizing educational activity.
Keywords: personality centered paradigm, educational technology, foreign language
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Cheryl Hunter
Assistant Professor
Department of Education
~ 43 ~
Hiram College
Hiram, OH 44234
(330) 569-6151
Renee Gutierrez
Assistant Professor
Spanish Department
Hiram College
Hiram, OH 44234
(330) 569-6149
Across Disciplines and into the World: Professional International Interdisciplinary Engagements (PIIE)
Hiram College aims to interconnect both faculty and students in foreign language and professional
departments with a focus on preparing culturally and linguistically diverse professionals. The PIIE program
encourages both faculty and students in the professional departments of Education, Nursing and Entrepreneurship
(as well as Spanish) to develop language skills appropriate to specific disciplines. Faculty will develop
interdisciplinary and team-taught courses that integrate culture, language, and ethics as required courses within the
program. Students also fulfill an intensive service learning component to participate in the program. Preliminary data
is presented from pilot components of the program.
Keywords: professional, Spanish
Region: USA
Maggie Dunlop
Doctoral Student
University of Toronto
22 Cragmuir Court
Toronto, ON
M4A 2H1 Canada
+1-647-344-8967
Tensions in English Language Examinations: Testing for Increased Access, Internationalization or
Westernization?
This paper is a summary of a study that analyzed a selection of English tests on the 2009 university entrance
examinations in Brazil and China, focusing on the text topic content and geographical locations presented in the
texts. The study built on research that demonstrates the positive effect of cultural familiarity on language test
performance and investigated whether text topics would be more familiar to particular groups. The study also
investigated whether the geographical location of text content focuses on Western regions, which would weaken
claims to English being connected to globalization as opposed to Westernization. The study found that in both
countries text content focuses on topics familiar to urban and more economically wealthy students, and geographical
location emphasizes the West, specifically the USA. However, the study also found that China‘s choice of texts
discriminates less against other student groups and concentrates slightly less on Western geographical locations
than texts on the Brazilian exams. The study looked at the results in light of Brazilian and Chinese foreign language
education and development policies. This paper discusses the tensions facing examination policies in simultaneously
promoting social equality and internationalization through English language learning.
Key words: testing; internationalization; equality
Region: Brazil, China, USA
Room 330 (1:00 – 2:20)
THE POWER OF THE LIVED EXPERIENCE:
THE INFLUENCE OF MOVEMENT AND ENGAGEMENT WITH OTHERS ON PERSONAL DEVELOPMENT
(Panel)
Margaret Zoller Booth (Chair)
Professor and Graduate Coordinator
MA in Cross-Cultural & International Education (MACIE) program
(419) 372-9950
~ 44 ~
Jennifer Bartimole
MA Candidate Cross-Cultural & International Education
(716) 307-9691
Conor Harmon
MA Candidate Cross-Cultural & International Education
(734) 657-6238
Leslie Pacheco
MA Candidate Cross-Cultural & International Education
(760) 673-9315
A’ame Kone
MA Candidate Cross-Cultural & International Education
(812) 345-3896
550 Education Building
Bowling Green State University
Bowling Green, OH 43403
Benjamin MacKenzie
MA Candidate Cross-Cultural & International Education
201 University Hall
Bowling Green State University
Bowling Green, OH 43403
(612) 226-357
Panel Abstract:
This panel presents five qualitative studies where movement and subsequent engagement with others
contributes to education and to personal identity. The first ethnographic study examines the influence of labor
migration for Mexican American adolescents and the extent that their status as migrants impacts their ethnic identity.
The second ethnographic study continues to investigate the influence of migration by examining Mexican migrant
parents‘ educational aspirations for their children in the U.S. The third paper takes a phenomenological approach to
exploring the process of immigrant resettlement for female Sudanese refugees in the U.S. and how educational
experiences assist with successful adaptation to the new cultural context. Through its ethnographic methodology,
the fourth study uncovers informally learned lessons for young domestic servants in Mali who enter the working
profession in hopes of upward mobility and in the process learn much more than servitude skills. Finally, the fifth
paper‘s case study approach analyzes the influence of the merging of Ghanaian colonial and local cultures on the
performing arts and the subsequent impact of this cultural fusion on students. These five qualitative studies
contribute to our understanding of the significant impact that movement and engagement with others has on the
development of young people.
Jennifer Marie Bartimole (presenter)
Entre Dos Mundos: What it Means to Be a Latino Migrant Student in Northwest Ohio
Hispanic migrant workers leave their homes to work in the U.S. and earn money to support their families.
Facing many barriers as they balance two worlds and cultures, their living conditions are often harsh and the pay is
little (Rothenberg, 1998). The migratory nature of their lives makes it difficult to maintain cultural traditions, which
can have a great impact on ethnic identity. Further, individuals who belong to marginalized groups are more likely to
feel the need to explore their identity, which is most important during adolescence (French, Seidman, Allen, & Aber,
2006). Many cognitive changes occur during adolescence, and these changes may also lead to an increase of
awareness of the implications of membership in the group to which an adolescent belongs (Phinney, 2008). For
migrant teens, a marginalized population, ethnic identity is especially important. Approximately 15 migrant teens
between the ages of 13 and 19 were interviewed for this qualitative research study using an ethnographic case study
approach to better understand these teens‘ understanding and exploration of their ethnic identity. One of the themes
to emerge is that most teens are aware of their ethnic background and feel good about their ethnicity.
Keywords: Hispanic migrant workers, migrant adolescents, ethnic identity
~ 45 ~
Conor Patrick Harmon (presenter)
The View From the Fields: NW Ohio Mexican Migrant Families' Perceptions of their Role in Their Children's
U.S. Formal Education
This study examines how Mexican migrant parents perceive their role in the education of their children in
U.S. schools. Mexican migrant families are confronted with numerous educational challenges including difficult
working conditions, low wages, as well as their unique, migratory lifestyle. These factors are made even more difficult
by the cultural changes they are forced to overcome while adapting to the U.S. educational system. Twelve Mexican
migrant parents were interviewed in this qualitative research project using an ethnographic approach with a focus on
how Mexican migrant parents‘ educational hopes and expectations influence their support for their children.
Bourdieu‘s (1984) concept of cultural capital helps frame the study, as he considers the cultural habits and
dispositions inherited from the family to be fundamentally important to school success. One of the initial themes to
emerge from the study is the strong desire by the parents that their children ‗seguir adelante‘ (move forward) in both
life and school, even when faced with overwhelming obstacles.
Keywords: Mexican migrant parents, education, ethnography
Leslie Pacheco (presenter)
Exploring the Educational Experiences of Sudanese Refugee Women in the United States
This paper explores how Sudanese refugee women in the United States perceive their educational
experiences and how these experiences influence the resettlement process. Resettlement poses unique challenges
for refugees, as they must leave the familiar and restructure all aspects of their lives, adjusting to unfamiliar cultural
expectations, behaviors, and social environments within the country of resettlement. For refugee women, the
resettlement process may be especially difficult because they must negotiate changing family roles, loss of traditional
support systems, barriers to seeking employment, and lack of language skills. Nine Sudanese refugee women living
in the United States were interviewed using a phenomenological research methodology with the aim of gaining a
thorough understanding of the nature and meaning of their lived experiences. This phenomenological methodology
is derived from the philosophical writings of Husserl (1970) who introduced the concept of the ―life world,‖ which
informs this study in exploring the lived experiences of everyday situations. One major theme to emerge is the
empowering nature of educational opportunities in assisting women to negotiate the resettlement process.
Keywords: refugees, women, education, phenomenology
A’ame Kone (presenter)
Tying the Dishes: The Role of Social Capital in Educating Domestic Servants toward Womanhood in Mali
Traditional Mande culture encourages parents to place their adolescent daughters into the homes of
extended relatives to conduct household work in exchange for education, training, or a bridal chest (Bøås & Hatløy,
2008). This practice has provided parents with a familiar landscape through which their daughters can enter into the
domestic service trade. Adolescent and pre-pubescent girls in rural Mali migrate to urban centers to become
domestic workers in order to provide for their parents, pay school fees, or prepare for marriage (Okafor, 2009). This
paper explores the social pressures surrounding the preparation of a young girl‘s bridal chest requiring her to endure
several years of domestic servitude in order to achieve the appropriate social, cultural, and material capital to enter
into marriage. Four currently employed domestic servants, seven former domestic servants, and five employers
were interviewed in Mali for this ethnographic research project. Obtaining capital through the purchase of dishes for
a girl‘s bridal chest emerged as an important part of informal education taught to girls before, during, and after
servitude.
Key words: domestic servants, Mali, social capital
Benjamin MacKenzie (presenter)
Playing the Part: Drama and Cultural Identity in Ghanaian Teenagers
Given the expansive reach of western culture, some critics have wondered if globalization will allow other
societies to maintain their individuality. In an effort to answer this question, we should consider the ways in which
children who engage with western culture around the world have begun to understand themselves and their
societies. This paper will attempt to explore how involvement in the dramatic arts may influence the development of
identity among a group of teenage students in the nation of Ghana. The literature reviewed for this study includes
analyses of native, colonial, and post-colonial cultures in the country as well as the educational environment which
surrounds the participants. Since contemporary Ghanaian culture melds tribal and colonial practices in education
and the arts, this literature helps illuminate the initial research findings. Observations of rehearsals and interviews
with twenty students contributed to the data in this qualitative case study which seeks to explain ways that students
~ 46 ~
construct identity in an environment filled with both Western media and local art forms. One developing theme
suggests that creative collaboration among diverse performers ultimately supports the affirmation of students‘ local
culture.
Key words: Drama, Ghana, Cultural Identity
Room 350 (1:00 – 2:20)
BUILDING RELATIONSHIPS BETWEEN COLLEGES AND ACROSS DISCIPLINES THROUGH INTERNATIONAL
BUSINESS PROGRAM AND GLOBAL CAREER DEVELOPMENT
(Panel)
Presenters:
Dr. Anne L. Balazs (chair)
Head of the Department of Marketing
Eastern Michigan University
Dr. La Verne Hairston Higgins
Associate Dean & Professor of Management
College of Business
Eastern Michigan University
Dr. R. Weston Gil
Department Head
World Languages
Eastern Michigan University
Panel Abstract:
Three panelists from Eastern Michigan University discuss the history and success of interdisciplinary and
international business program development. The learning goals and outcomes of the programs will be addressed.
The administrative, intellectual and creative work that is required to deliver such programs is highlighted. The
panelists will also address internationalization at EMU in the context of building collaborative relationships between
colleges and across disciplines.
This panel will address efforts to develop the skills and competencies required by global businesses through
international business curricula. The Eastern Michigan University (EMU) experience presented will be of interest to
educators who offer such programs, students who are considering international majors/careers, and companies that
seek these skill sets in their employees.
EMU has a history of innovative program building and multicultural inclusiveness. The student body and
faculty (particularly in the College of Business) are among the most diverse in the U.S. Exchange agreements exist
with universities from around the world including India, Yemen, and Macau. The first Master‘s degree in Human
Resources and Organizational Development (MSHROD) in China is delivered on line and ―on ground‖ by EMU‘s
Management Department. The International Business program has a long history of collaboration with World
Languages that has resulted in one of the most comprehensive and progressive majors in the University. Offered at
both the undergraduate and graduate levels, the IB program is growing rapidly in a challenging economic
environment. Proficiency in a second language, a study abroad experience, and a minor in a functional business
area are degree requirements. An advisory board offers feedback on the curriculum and supports the program with
internships, scholarships and professional opportunities. Finally, the College co-sponsors the Tricontinental GABC
conference and has just launched the Global Advances in Business Communication (GABC) Journal.
Key words: Collaborative International Business Program, Global Career Development
Concurrent Sessions IV
2:30 PM – 3:50 PM
Room 300 (2:30 – 3:50)
GLOBAL TRANSFORMATION IN TEACHING SCIENCES
(Poster presentations)
~ 47 ~
Rafa M. Kasim
Assistant Professor of Evaluation & Measurement
Kent State University
College of Education, Health and Human Services
507 White Hall
Kent, OH 44242
(330) 672-0601
Sema A. Kalaian
Professor of Statistics & Research Design
Eastern Michigan University
College of Technology
150 Sill Hall
Ypsilanti, MI 48197
(734) 487-1161
Neda R. Kasim
Graduate Student in Biology
Kent State University
Comparative Study to Examine the Effectiveness of Cooperative Learning across Science Disciplines
For the last two decades, the national and federal agencies and STEM organizations (e.g., the National
Science Board, the National Academy of Sciences) continuously have called for improvements in undergraduate
science education in the US. In the present study, meta-analysis was used to examine the academic achievement
effects of cooperative learning interventions with undergraduate college science students. An electronic search of
major databases resulted in 66 relevant cooperative learning effectiveness studies in various college science
classes.
The objectives of this meta-analytic study are to: (1) conduct a comprehensive literature review to locate the
primary studies examining the effectiveness of cooperative learning in science undergraduate STEM classes, (2)
estimate the weighted average effect size and its associated variance from the experimental, quasi-experimental,
and comparative science research studies using multilevel methods for meta-analysis, and (3) model the
heterogeneity in these effect sizes by including coded variables (e.g., institution type, study duration) in the multilevel
model to explain some of the variability in the effect sizes. Results suggest that cooperative learning methods are
more effective in improving academic achievement of STEM college students than the traditional lecture-based
instruction across major science disciplines (e.g., biology, chemistry, physics).
Keywords: Cooperative Learning, STEM Education, Meta-Analysis
Region: USA
Sema A. Kalaian
Professor of Statistics & Research Design
College of Technology
Eastern Michigan University
150 Sill Hall
Ypsilanti, MI 48197
(734) 487-1161
Rafa M. Kasim
Assistant Professor of Research Methods & Evaluation
College of Education, Health and Human Services
Kent State University
507 White Hall
Kent, OH 44242
(330) 672-0601
A Global Perspective on the Effectiveness of Small-Group Learning in STEM College Classrooms
For over two decades, the national and federal agencies in the United States and other countries have
consistently called for the need to improve STEM education. In response to the call, the effectiveness of small-group
~ 48 ~
learning methods (e.g., cooperative and collaborative) as alternative reform leaning methods to the traditional
lecture-based instruction have been implemented, studied, and reported in the US and abroad.
The objectives of this meta-analytic study are to: (1) conduct a comprehensive literature search to locate the
international primary studies that examine the effectiveness of small group learning in STEM college classes and (2)
use multilevel methods to estimate the average effect size of the STEM primary experimental and quasiexperimental effectiveness studies and model the heterogeneity in these effect sizes by including the coded predictor
variables (e.g., study duration) in the multilevel model.
The results of multilevel modeling show that the small-group learning methods are more effective than the
traditional lecture-based instruction in STEM international classes and the duration of the intervention has a
significant positive effect on college students‘ achievement. Therefore, similar to the US findings, the international
studies are in support of the effectiveness of the small-group instructional methods in STEM classes.
Keywords: STEM Education, Small-Group Learning, Meta-Analysis
Region: USA
Jing Chen (presenter)
Doctoral candidate
College of Education
Michigan State University
1555 Fairway Dr. Apt. 301
Naperville, IL 60563
(734)717-9919
Charles W. Anderson (co-author)
Professor
College of Education
Michigan State University
319A Erickson Hall
East Lansing, MI 48824
(517) 432-4648
Assessing American and Chinese K-12 Students‟ Understanding of Carbon Cycle for the Global Climate
Change
Global warming is receiving increasing public attention in recent years. One of the primary causes of global
warming is the imbalance of carbon cycling processes, which increases the atmospheric CO2 levels. For the United
States and China, as two leading carbon emissions countries, it‘s especially urgent for their citizens to understand
the carbon cycle to make knowledgeable decisions about environmental issues. This study aims to investigate how
to improve science education in both countries to prepare environmentally literate citizens.
We investigate American and Chinese students‘ understanding of the carbon cycle to find out ways to
improve science education in both countries. We report findings from written assessments collected from 600
American and 600 Chinese K-12 students. The results indicate that only small proportions of students achieve
scientific-based reasoning in both countries. Thus, it is urgent to improve science education in both nations.
American students outperform Chinese students in connecting knowledge from different disciplinary areas to
reason about carbon transforming processes and large-scale events. Chinese students memorize more chemical
identities, energy forms, and principles. These differences result from the differences in curriculum, standards, and
teaching focuses between these two countries. The comparison informs us with ideas from another country to
improve science education to prepare environmentally literate citizens to deal with global climate change.
Key words: Environmental Literacy; Science Education; International Comparison
Region: USA, China
GLOBALIZING EDUCATION FROM CLASSROOM TO EDUCATION SYSTEM
(Poster presentations)
Inna Abramova
Graduate Teaching Assistant
Department of Curriculum and Instruction
Purdue University
100 N. University Street
~ 49 ~
West Lafayette, IN 47907
(765) 496-3026
Preparing Future Teachers to Work in the Global Age: Transformative Thinking and Curriculum
To become successful educators in a globalized world, pre-service teachers must be prepared to teach in
multicultural diverse multilingual environments that are not limited by national borders. This requires new culturally
sensitive and relevant knowledge, specific analytical skills, and better refined and renegotiated values.
The purpose of this paper is to examine the potential of a transformative curriculum in one of the
undergraduate teacher education programs and to describe the implementation of this curriculum. The new
curriculum is based on the theoretical framework of critical constructivism, and it includes international and global
awareness as its core element. By incorporating inquiry-based learning, media and technology, critical self-reflection,
debates and other knowledge constructing techniques, the teacher-researcher together with the students created a
curriculum that yields to multiple voices and unorthodox perspectives. The study demonstrates that designing a
successful transformative teacher education curriculum with the focus on international and global issues entails
collaborative efforts of the instructor and students.
Keywords: transformative curriculum; multicultural education, undergraduate teacher education
Region: USA
Inna Gorlova
Doctoral Candidate
Department of Leadership & Counseling
Eastern Michigan University
John W. Porter Bldg. Suite 304
Ypsilanti, MI 48197
734-478-0255
Impact of Globalization and “McDonaldization” on Education
This presentation exploits different concepts related to the transformation of higher educational institutions to
business-like organizations on the global scale. The researcher considers globalization as economical, political,
cultural, and technological/informational trends which impact higher education and create causes for educational
institutions to compete in the market and seek ways to survive. The McDonalization concept developed by G. Ritzer
(1999) is tested to explain the rationalization of the transformational processes that occur in higher educational
institutions. This presentation is one of the steps for the researcher to better understand the threat of the
dehumanization of education through the transformation of educational institutions to business-like organizations. No
empirical data were collected for this study.
Key words: globalization, McDonalization, rationalization, transformation
Region: USA
Kevin Stevens
Graduate Student
Educational Leadership
Higher Education/Student Affairs program
Eastern Michigan University
Kenyan Education: an American Student‟s Perspective
The educational system around the world is different in so many ways, when looking through our own
cultural lens it appears to be that much different. Learning about the cultural and educational differences of other
countries will create a broader understanding of what‘s taking place in the world around us. Looking at issues facing
students (ages 5-18) in Africa, more specifically Kenya; can create that broader understanding of the world, that this
presenter, is trying to achieve. It will be through the lens of this presenter, that an examination of the Kenyan
educational issues will take place. The exploration of Kenya, through his travels, will create dialogue on the real
issues facing this third world nation. Some of the issues that will be discussed are: poverty, disease, orphan
educational issues, future goals, and other related areas.
This presentation will explore the nation of Kenya as seen through the eyes of a volunteer student
experiencing Kenya for the first and second time. The presenter will present his experiences working with orphans
and how it relates to a variety of intriguing areas within the educational community around the world. The presenter
experienced life threatening encounters, a bout with Malaria, and on a more positive note some of the most amazing
~ 50 ~
and friendly people he has ever encountered. It will be in the presenter‘s travels that we can further explore the
nation of Kenya, its educational system, and look at further areas of study for the future.
Key words: Higher education, volunteer service abroad, orphans
Region: Africa, Kenya
Jason DeMauro
Graduate student
Teachers College
Columbia University
6 Tilda Lane
New City, NY 10956
(315) 341-4140
Pre-Service Teachers, Study Abroad, and the Impact of an International Education Course
In recent years the call for globalizing teacher education programs has gained increased attention in policy
and academic circles. This study identifies and examines the impacts of such an international experience on
preservice teachers‘ conceptions of their future role as educators. This work examines preservice teachers at a
regional state university in the northeast as they prepare for and travel to Paris, France, and Benin, West Africa (a
former French colony), as part of a study abroad course. This course, a special section of an educational
foundations course required for all teacher educators, exposes preservice educators to their role as teachers and the
role of education in various global contexts. This course has attracted 15-17 students annually for the last three
years. The researcher uses qualitative methods to extrapolate participants‘ attitudes before, during, and after the
experience. Anecdotal evidence suggests that as preservice teachers‘ attitudes about US and global education
becomes more expansive, awareness of cultural relativism increases and they view peoples of other cultures without
the distortion of stereotype. This work is an initial attempt to codify preservice teachers‘ reinterpretation of their
professional goals and attitudes immediately after the course and longitudinally.
Key words: pre-service teachers, international field experience, cross-cultural competency
Region: USA
Misato Yamaguchi
Doctoral Candidate
The Ohio State University
36 W. Kelso Rd. 252B
Columbus, OH 43202
(614)707-3218
The Role of Experiential Knowledge in Enhancement of World-Mindedness
The focus of global educators is to guide students in becoming world citizens who strive for peaceful
outcomes to the world`s problems. This study explores a way to prepare students for that task by promoting the
development of world-mindedness with the knowledge, skills, and personal development gained through
international, cross-cultural experiential learning. Specifically, it offers an in-depth examination of the process by
which participants in an international cross-cultural learning program at the university level use their experiential
knowledge to enhance world-mindedness. In this investigation, the researcher undertook a four-month qualitative
study of alumni of a selected program and used interviews and document analysis as the major data collection
methods. The outcome sheds light on the participants` transformative journey that took place during program
participation, and connects those insights to pre- and post-participation in order to provide a maximally holistic view
of the development of the world-mindedness in relation to experiential learning programs.
Key words: global education, experiential learning, world-mindedness
Region: USA
Dwi A. Yuliantoro
PhD student,
College of Education
Michigan State University
118D Erickson Hall
~ 51 ~
East Lansing, MI. 48824
(517) 775-0577
Globalizing the Curriculum through GIFT: A Global Initiative Model in the Teacher Education Program at
Michigan State University
GIFT (Global Initiative Forum for Future Teachers) is a forum established to help pre-service teachers at
MSU develop their understanding of a globalizing world by creating a global community where international students
in the college become mentors to undergraduates in the teacher preparation program and together arrange
programs and opportunities to learn about other cultures. GIFT is a learning community of domestic and
international students who share an interest in global education. This model has shown to be effective in developing
students‘ understanding of global citizenship within Michigan State University, especially in the Global Educators
Cohort Program. Each month, the group gets together to listen to a guest speaker discuss an issue relevant to global
education. Participants have an opportunity to engage in discussion with the presenter and with each other, as well
as interact and share experiences through informal learning. This learning community draws on the experiences and
cultural heritage of international students from many countries.
Key words: teacher preparation, global awareness/ understanding
Region: USA
Kenneth S. Frierson
Higher Education Administration: Student Affairs
Eastern Michigan University
107 Welch Hall
Ypsilanti, MI 48197
(810) 577-8645
Romanian Education: Overthrowing the Ceausescu Regime
The structural comparison between the United States‘ system of higher education to that of Romania
examines the values and intention of education in a student-centered environment.
The complex system of higher education in Romania has undergone progressive reform over the past two
decades. With the emergence of new institutions, private and public, increases in enrollment, and the overthrow of
the Ceausescu regime, education in Romania is experiencing increasingly positive effects but has also seen
drawbacks. Understanding the desires and needs of students, monitoring academic rigor and performance, and
reorganizing the intention of learning has given the Ministry of Education in Romania a daunting task.
Keywords: Ceausescu, Regime
Region: Romania
Saroya Jamal
Graduate Student
Eastern Michigan University
4539 Swiss Stone Court Apt 2B
Ypsilanti, MI 48197
(734) 790-8352
The Impact of Religion on Educational Achievement from an International Perspective
Religion is one issue powerful enough to bind people of different races, ethnicities, socioeconomic statuses,
and cultures but also tear apart others worldwide. Wars have been fought, many have died, and lately the extremists
from Christianity and Islam have stolen the spotlight espousing extremist views worldwide contrary to mainstream
religious ideals. Since religion has caused citizens globally to question other cultures, it‘s time to examine the effect
religion has on citizens. This poster presentation explores how religion affects educational achievement in the United
States and the United Kingdom. In the United States, religious involvement correlated positively with higher grades
and attendance but negatively with delinquent or health risky behaviors. In the United Kingdom, the project explores
the groups most and least likely to obtain degrees of higher education as well as the advantage or disadvantage of
groups‘ occupational attainment according to race and religion.
Key words: religious involvement, academic achievement, international
Region: USA
~ 52 ~
Room 301 (2:30 – 3:50)
AFRICA: MULTICULTURAL EDUCATION INFLUENCED ON ETHNIC CONFLICT
Christie McWilliams-Abendroth
University of Houston
(home) 262 North Clubview
Ypsilanti, MI 48197
(832) 209-7055
Education in Tanzania: A Teacher’s Reflection on a Tour of City, Rural, and Bush Schools
In August 2008, eight educators from the United States and Canada visited city, rural, and bush schools in
the Arusha region of Tanzania. Escorted by government education officials, participants learned not only about
differences between the Tanzanian school system and their own, but also what the Tanzanian government is
currently doing to promote equitable access to education for all children, particularly for females. This presentation
will provide an overview of this tour.
Participants will view a slideshow with information, original photos, and video clips that document this
experience. Topics include differences among city, rural, and bush schools; teacher training programs; specific
challenges the government faces in providing equitable education for all of the country's youth; how secondary
schools are promoting the education of young women; and why special education programs have been slow to
develop.
Key words: rural, bush
Region: Tanzania, Arusha region, Africa
Lisa Waldschmitt
Master‘s Student
University of Oslo
Pedagogisk forskningsinstitutt
Universitetet i Oslo
Postboks 1092, Blindern
0317 Oslo, Norway
(+47) 22 84 44 75
Education and Citizenship in Urban Tanzania: A Study of Secondary Student Conceptions of Democracy and
Civic Engagement
This study is an examination of the conceptions of democracy and civic action held by Form 3 secondary
students in urban Dar es Salaam, Tanzania. It also highlights the failure of large scale international educational
surveys to incorporate the Global South as partners in our ever globalizing discipline, especially regarding the forces
of education on public life. Borrowing the survey instrument from the IEA‘s 1999 Civic Education Study, the research
focuses on students from four schools in Dar es Salaam. The classroom environment and current pedagogical
issues are also taken into consideration, under Bronfenbrenner‘s ecological development theory, for possible
influences on the development of students as citizens.
Urban Tanzanian students still place heavy emphasis on ―traditional‖ conceptions of democracy and political
action, such as voting, and maintain a strong rejection of illegal forms of protest. However, there is reason to believe
this generation is becoming more supportive of the rise of opposition parties, critical political debate and other forms
of direct political action. Students also frequently use different forms of media, both in English and Kiswahili, to gain
access to news stories. This study has also found strong correlations between language use, media use and desire
to participate politically.
Key words: citizenship education, civics education
Region: Tanzania
Nagnon Diarrassouba
Assistant Professor
Grand Valley State University
~ 53 ~
Ashley Garrigan
Graduate Student
Grand Valley State University
920 Eberhard Center
301 W. Fulton Street
Grand Rapids, MI 49503
(616) 331-6611
Resolving Conflict in Africa through Multicultural Education
Many African nations are struggling with their ethnic diversity. Conflicts have often resulted from poor
management of that diversity. School curriculum has not often taken into account cultural, ethnic, and religious
diversity of these countries. The purpose of this paper is to advocate for multicultural education in African countries.
The authors address the specific cases of Cote d‘Ivoire (West Africa) and Rwanda (East Africa). These countries
have been marked by ethnic wars which have left scars that are difficult to heal. It is the contention of the authors
that unless long-lasting solutions are sought through education and particularly through multicultural education, there
will not be peace in these countries. The paper focuses on three major aspects: 1) the current political atmosphere
preceded by an analysis of prior situations, 2) the current educational situation, and 3) proposals to improve the
curriculum in order to obtain long-lasting peace.
Key words: Cote d‘Ivoire, education
Region: Africa, Cote d‘Ivoire (West Africa). Rwanda (East Africa)
Amy Collins-Warfield
Ph.D. Student
School of Education Policy & Leadership
Ohio State University
Ramseyer Hall
29 W. Woodruff Ave.
Columbus, OH 43210
Understanding Xhosa Teachers‟ Behaviors through the Lens of Ubuntu Philosophy
This presentation highlights how the indigenous southern African philosophy of ubuntu informs five
amaXhosa teachers‘ behaviors and decisions in their professional lives. The presentation findings are from a larger
qualitative study I conducted of the psychological sense of community experienced by five amaXhosa teachers at a
primary school in Langa township, Western Cape province. It is generally known in South Africa that many of the
nation‘s teachers do not stay long in the profession. This school was chosen as a case study because it is known
locally for its teachers who are committed to the profession. I initially used a theoretical framework borrowed from
the field of community psychology (McMillan & Chavis, 1986) to understand how teachers related to each other, and
to explore their sense of community at the school. I conducted interviews and observed teachers interacting with
each other. After reviewing the data I collected, I discovered that while a Western psychological perspective can be
useful, these amaXhosa teachers‘ interactions cannot be understood independent of the lens of ubuntu philosophy.
In this presentation, I will explore the basic tenets of ubuntu philosophy, provide examples of how these teachers
incorporate it, and discuss its possible significance to future research.
Key words: Ubuntu Philosophy, Xhosa teachers
Regions: South Africa
Room 302 (2:30 – 3:50)
INTERNATIONAL STUDENTS ACROSS THE WORLD
Melissa Ford Lucken
Faculty
Department of Language Skills
Lansing Community College
419 N. Capitol Ave.
Lansing, MI 48901-7210
(517) 974-8880
~ 54 ~
Exclusionary Structure or Cultural Clash, Why do Immigrants Dropout?: Comparing One Group in Different
Countries
The issue of students willingly disengaging and dropping out of secondary school is controversial due to
the varying views on causality and accountability. The controversy is further intensified by common assumptions and
lack of concern stemming from an unrealistic notion that the issue is an individual problem rather than a
community/state/national problem. Because the issue extends beyond individuals to all citizens in a country, and
perhaps, as the world becomes increasingly networked (Kjaer, 2004), other countries as well, secondary school
dropout rates are a global concern. Therefore, exploring the external and internal factors for those dropout rates is
an urgent necessity.
Despite the significant differences between the educational systems and pedagogical philosophies of The
Netherlands and France both countries continue to see high numbers of first and second immigrant students
dropping out. The main findings of this paper are that despite each country‘s efforts to address the problem, the
secondary school dropout rates of first and second generation Moroccans in The Netherlands and France remain
high. The thesis of the paper is that the continually high rate is the result of both external and internal factors.
Key words: immigration, access to education, cross-national studies
Region: Netherlands, France
Robert Lawson
Professor Emeritus
The Ohio State University
Katie Sandford-Gaebel
Doctoral student
The Ohio State University
Ramseyer Hall
29 West Woodruff Avenue
Columbus, OH 43210
(614) 202-0425
Turkish Immigrants in the German Educational System: Unstructuring the Structures of Invisibility
The presenter will focus on how the current criteria of ―belonging‖ clash with recent changes to the
citizenship and naturalization laws in Germany and how these differing definitions affect immigrants‘, in particular
Turkish, educational opportunities. In adhering to a dichotomous understanding of citizenship (German/nonGerman, us/the ―other,‖ Christian/Muslim), the presenter indicates these socio-cultural practices, when played out in
the German school system, actually reaffirm the educational status quo. The effects of these dichotomous
constructions of belonging on Turkish students in German schools will be discussed, including the consequences of
tracking, as well as the costs to children, families, and society for practices reinforcing this educational ―othering.‖ In
framing the construction of ―othering‖ of Turkish immigrants in Germany historically, the presenter will offer a context
to evaluate these educational practices. By identifying the structural elements which may result in the invisibility of
Turkish students, this paper seeks to reveal hegemonic educational practices while simultaneously promoting the
engagement of the Turkish population in a conscious action toward reconciliation of word and deed.
Key words: Germany, immigrants
Region: Germany
Laura Andresen
Doctoral Candidate
Curriculum, Instruction and Teacher Education
Michigan State University
313 Erickson Hall
East Lansing, MI 48826
(517) 914 0131
Globalizing Education: The United Nations Initiative Education for All in Pakistan
Scholars as well as international aid organizations maintain that education is an indispensible component
regarding a country‘s development because of the importance of an educated population to sustainable economic
growth and the reduction of poverty (Sinclair, 1980; Todaro, 1997). Since the 1990 UN inception of Education for All
(EFA), concerted efforts have been made around the globe to enroll all children in primary school (WCEFA, 1990). I
~ 55 ~
will present findings from my Summer Research Development Fellowship study which addresses how Pakistani
education scholars, lecturers, and stake-holders in the Pakistani educational system studying for a Ph.D. in Teacher
Education at Michigan State University (MSU) perceive the drive for universal primary education, their related
experiences, and their understandings of the use-value of education and implications of how it plays out. Using data
analyzed from documents, observations, and interviews, I show that for these Pakistanis, education is a valid human
right, and access to education for all is a valuable global goal. Obstacles for school enrollment and drop-out rates in
Pakistan are identified. I also draw upon relevant literature from the UN and related studies that address global
obstacles in EFA to contextualize these findings.
Key words: Education for All (EFA), obstacles
Region: Pakistan
Room 304 (2:30 – 3:50)
CHANGING INSTITUTIONAL CULTURE
Alisha Brown
Doctoral Student
(517) 881-7402
Fida Chang
Doctoral Student
(517) 643-2349
Michael Broda
Doctoral Student
(704) 607-8624
Michigan State University
Lansing, MI 48910
A Capital Idea: Analyzing Pakistan‟s National Education Policy 2009
The National Education Policy (NEP) was created in 2009 by the Government of Pakistan Ministry of
Education. The policy‘s purpose was to chart out a national strategy to increase the quality of education in Pakistan,
given that previous policy reform attempts have not been realized. With the goal of determining the potential impact
of select policy actions, the proposed policy document analysis will focus on two sections within the extensive
document: Section 6.2 Curricular Reform and Section 6.4 Improving Student Assessment. In examining Pakistan‘s
NEP, researchers are guided by the following research question: In what ways are the concepts of cultural capital
and social capital related to the policy‘s curricular reform and student assessment policy actions? We argue that
elements of these concepts, including field and cultural reproduction, play an important role in how these policy
actions will be implemented. Findings reveal that NEP‘s goals have the potential to fundamentally change the nature
of education in Pakistan. However, taking Pakistan‘s rich cultural, regional, and geographic diversity into account,
our analysis illustrates the many complexities involved when implementing the curriculum and student assessment
sections of the policy document. Implications for future research are also discussed.
Key words: cultural and social capital
Region: Pakistan
Irina Berezhnaya
Professor
Voronezh State University
Voronezh, Russia
Individualized Instructional Approach in Russian Higher Education
One of the most important problems of Russian higher education nowadays is the transition to more
individualized specialist professional training. It is defined by intensively developing Russian economy on the one
hand and objective processes of internationalization and globalization of the modern world on the other hand. The
objective analysis of other countries‘ experiences, including the USA, is becoming urgent, as their meaningful
experience of pupils and students‘ individualization teaching is stored up.
~ 56 ~
The complexity of the problem is caused by Russian higher education conservatism. There is a tradition of
collaborative teaching enforced by strictly established rules by university authority, which is the main unit of
educational process organization. The professional training is carried out within the scope of the traditional paradigm
oriented at getting academic knowledge in a particular professional area and to a lesser extent at forming
professional skills and abilities. The volume of the knowledge, skills, and abilities is established by educational
programs, standards, and curricula which are worked out at the Department of Education and Science and
compulsory for all universities.
This problem can be solved at the following three levels:
1. Governmental level. There are several attempts to create new governmental standards ―of the third generation‖
which shift the responsibility for quality of professional specialist training onto universities giving them great
independence.
2. Managerial level. Changing of educational process organization is possible at the university management level
under the conditions that there are additional financial investments and educational systems providing individual
trajectory of student professional development realization and taking into consideration the peculiarities of
Russian traditions as well as university and professional training specificity. Unfortunately, such projects are not
numerous. Authority‘s psychological readiness for change is also important.
3. Core level. For effective teaching of different subjects, module systems are worked out giving students the right
to choose; new testing forms demanding self-dependence and creativity from students are introduced; and new
active teaching methods such as business games, trainings, discussions, group work, collaborative teaching,
etc. aimed at cognitive student activity are applied in educational process. But not all these active teaching forms
are used by all instructors. Most of them prefer conducting lectures and seminars in a traditional question-answer
form.
That is why there is a problem of interconnection and complementarity of these levels of educational process
organization. There used to be a system: the main guidelines were worked out at the governmental level, while they
were executed at the managerial and core levels. The traditional link is destroyed today. New links must be created
with the basic third level. The problems of educational process organization must be solved at the second and first
levels on the basis of students‘ and instructors‘ interests.
Key words: individualization of higher education, professional training, governmental level, managerial level, core
level, professional skills and abilities.
Region: Russia
Please note: This abstract was not edited in order to avoid altering the original meaning.
Kaori Takano
Doctoral Student, Dissertation Fellow
Department of Educational Leadership
University of Dayton
451 Orchard Dr. Apt 2
Oakwood OH 45419
(937) 229-4006
Are Japanese Schools becoming an Economic Market Battleground in the Era of Globalization?
The Japanese government established the current educational system in order to realize the principle of
equal opportunity for education (MEXT, 2009). However, globalization forces pushed a deregulation movement and
national education reforms encouraged schools to tap into the business community as a strategy towards teacher
quality (MEXT, 2005). The food industry in Japan started to provide corporate curriculum to address the importance
of healthy diets of school-aged children in concerted effort with governmental policy. Using qualitative research, the
author examines action and inaction of Japanese teachers who have the power to limit corporate influences. The
author finds that many teachers failed to examine unexpected consequences of corporate curriculum whereas,
critical teachers remain guarded and pay attention to potential exploitative commercial activities. The author argues
that corporate curriculum fosters greater inequality for education and recommends that teacher educators should
provide training to future teachers regarding both basic concepts of business ethics and critical examination of
business involvement in public schools. Otherwise, as concerned American philosophers (Boyles, 1998, 2008;
Molnar, 2005; Saltman, 2000) complain that corporate America turned schools into markets, similarly the public
schools in Japan will soon become economic market battlefields due to these corporate efforts with educators.
Keywords: educational policy, corporate curriculum, ethics
Region: Japan
~ 57 ~
Cheryl Hunter
Assistant Professor
Department of Education
Hiram College
Hiram, OH 44234
(330) 569-6151
“I felt like a child being talked about.” Student Teachers‟ Insights in Learning to be Literate in Another
Language
International and global education research provides valuable insights in teaching pre-service teachers about
literacy, specifically in teaching English language learners (ELL). Methods courses in teaching literacy must address
the needs of ELLs, acknowledging and valuing home language and home culture, while research supports a bilingual
approach for children learning an additional language. While American children remain monolingual, the benefits of
bilingualism are apparent through comparative and international research. At Hiram College, early education
students rarely experience either language or cultural immersion in a significantly different culture; even fewer are
bilingual or minor in a second language. In a survey of local school districts, administrators and in-service teachers
supported cultural immersion experiences but were divided regarding the value of requiring a second language for
pre-service education students. Using an ethnographic approach, this research explores the potential value of both
a language and cultural immersion experience for pre-service early education students. Data was gathered from
direct observations, interviews, and reflective student journals during a one month language and cultural immersion
experience. Findings illustrate what early education students discovered about learning a language and applications
for teaching literacy.
Key words: teacher education, language immersion, English Language Learners (ELL)
Region: USA
Room 320 (2:30 – 3:50)
GLOBAL NEEDS AND LOCAL CHANGES
Duishon Shamatov
Research Fellow
University of Central Asia
Toktogul str. 138-138 A
720001 Bishkek, Kyrgyzstan
+996 (312) 910 822
Issues of Curriculum Reform in Kyrgyzstan: Matching Local Needs with International Standards
After the break-up of the USSR, Kyrgyzstan started facing serious problems in the field of education. It has
become difficult to sustain the level of education achieved during the USSR. To sustain and improve education
quality, various attempts were made since 1990s. Michael Fullan, a leading specialist of educational change and
reform, analyzing the history of successful and unsuccessful reforms, had identified that most reforms fail because
those who push for reforms do not involve everyone in change and also they do not recognize that problems are
complex, but instead they try to adopt superficial and quick solutions. Moreover, failure to institutionalize an
innovation underlies the disappearance of many reforms. Similar to other Central Asian countries, the contours of
post-Soviet education reforms in Kyrgyzstan have been increasingly set by international donors, including the World
Bank, the Asian Development Bank, United Nation‘s agencies, USAID, and international NGOs. While the
contributions of the donor agencies are praiseworthy and much needed, often there seems to be a mismatch
between the discourse of donors and the local needs. It is still not clear whether the initiatives of donor agencies
truly reflect the local needs and bring sustainable improvement. This paper contributes to the extensive discussion
about the interaction between international donors and governments in educational agenda setting and will examine
concrete cases of alignment/conflict between aid providers and aid recipients in education. This paper attempts to
analyze the educational reforms in Kyrgyzstan since the break-up of the USSR as there have been many curriculum
reform initiatives in Kyrgyzstan with an aim to shift from content-based, Soviet style curriculum to competency-based
curriculum. This paper describes how the curriculum reform is being conceptualized and designed, how different
stakeholders are (or not) involved in the process of curriculum development, with eventual implications for
implementation and assessment. In addition to being rather top-town and borrowed from abroad models of
curriculum reforms, there is a sense that things are happening in quite a chaotic ad hoc fashion, and different
international organizations are involved in different aspects of curriculum reform (e.g., curriculum framework, subject
curriculum, assessment, teacher development, textbook development) with little or no coordination. There is also
lack of strong local capacity of curriculum developers.
~ 58 ~
Keywords: curriculum reform, international donors
Region: Kyrgyzstan
Michael Cottrell
Associate Professor
Educational Administration, College of Education
University of Saskatchewan
#28 Campus Drive
Saskatoon, SK, S7N 0X1, Canada
(306) 966–9690
The Intersection of Globalization, Modernity, and Indigeneity: A View from Saskatchewan Schools
This paper reports on two research projects conducted on behalf of the Saskatchewan Ministry of Education
(Canada) to investigate ways of improving educational outcomes for Indigenous students in that province‘s public
schools (Cottrell, Preston, Pearce, & Pelletier, 2009; Cottrell, Pearce, Pelletier, Cunningham and Rohr, 2010). Part of
our mandate in that research was to examine what school divisions in other jurisdictions with large Indigenous
populations, such as Australia, New Zealand and parts of the United States, were doing to ensure equitable
educational outcomes for those students. These insights led us to consider the wider implications of what is
happening in Saskatchewan schools and the result is the following attempt to theorize the current state of education
in Saskatchewan. In developing this analysis we employ a multidisciplinary approach to social theory, engaging with
the concepts of globalization, modernity, indigeneity and postcolonialism to illuminate the complex interactions
between Indigenous people and the broader Saskatchewan and Canadian society within which the dynamics of
educational and social policy formation operate.
Our first premise is that public education in Saskatchewan is a contested site in the wider intersection of the
forces globalization, modernity, Indigeneity and postcoloniality. We further argue that the tensions within
Saskatchewan schools are local manifestations of a global phenomenon: contradictions within modernity between
the novel and the traditional, the global and the local. Indigeneity, while posing a serious challenge to existing
educational policy and practice, is also the chief manifestation of the local or particular and hence the main dynamic
mediating the forces of globalization in the province‘s schools. Additionally we suggest that current education policy
in Saskatchewan, which seeks to combine universalistic School Improvement theory with a locally oriented culturallycongruent curriculum, is best understood as a manifestation of the hybridities typical of the globalization process. We
contend that these educational developments in Saskatchewan have global relevance, because the educational
landscape in Saskatchewan closely parallels international jurisdictions such as New Zealand, Australia and parts of
the U.S. which have similar Indigenous histories and demographic imperatives. We conclude by claiming that
educational stakeholders in these jurisdictions would benefit from a deeper understanding of what is being
accomplished provincially, nationally, and internationally in the endeavour to ensure equitable educational outcomes
for Indigenous students.
Key words: education, globalization, indigeneity
Region: Canada
Margaret M. Remstad
Doctoral student
International Comparative Education
Educational Leadership and Policy Studies Department
Indiana University, Bloomington
1610 S. Dorchester Dr. Apt. 29
Bloomington, IN 47401
(303) 319 3061
Active Engagement with Global Trends: An Analysis of the Influence of Globalization on Chilean Education
The reach of global forces and influences is clearly identifiable in current trends in Chilean educational policy
and practice. Chile makes a particularly interesting case study due to its recent accession as the first South
American member state of the Organization for Economic Cooperation and Development (OECD), which has served
as an impetus for the nation‘s policymakers to actively engage in various educational reforms. This paper examines
the impact of globalization on K-12 schooling in Chile as evidenced by national programs of technology integration
and advancement, expansion of teaching and learning in world languages deemed to be of economic importance,
and emphasis on participation in standardized assessments to measure student performance. Through a review of
~ 59 ~
the existent scholarly literature and Ministry of Education documents, this paper critically analyzes these trends and
their link to international economics and politics as well as contemplates the consequences on Chilean society and
culture. Among the questions considered are: How have global influences been appropriated to meet the
particularities of the local context? How do these transformations in policy, practice, and rhetoric respond to or serve
to exacerbate prevalent issues regarding equity in Chilean education?
Key words: Chile, globalization, equity
Region: Chile
Rohit Setty
Doctoral Student
Teaching and Teacher Education
University of Michigan, School of Education
(734) 645-1445
"Borrowing" Against the Rising Tide of Privatization: India's New National Curriculum Framework for
Teacher Education
This presentation addresses a teacher education reform which seeks to stem the tide of privatization. In
India, the number of private teacher education institutions has increased from 3000 to over 12,000 in four short
years, while the number of government affiliated institutions has remained the same. This paper explores a rich case
which examines the way in which a nationalized system articulates the new curriculum and new structures necessary
for transformative reform efforts.
In this paper I begin to conceptualize ways in which ―borrowed‖ ideas can support attunement -, a process of
finding balance between continuity and change. Somehow the teacher educator needs to bring together the policy
makers‘ agenda – represented by the policy document –, and the teacher‘s agenda – represented by the teacher‘s
personal practical knowledge. There are two levels of interrelated problems of interest to me. The first problem is an
institutional one: what are the design features of a professional learning opportunity that are necessary to account for
practicing teachers‘ personal practical knowledge? The second is an individual problem: what would a teacher
educator need to do to teach in a way that leverages the teachers‘ personal practical knowledge while advocating for
transformative change? These are some of the questions to be explored in this presentation.
Key words: Teacher Education, Policy Reform
Region: India
Room 330 (2:30 – 3:50)
ASSESSMENT OF PRESERVICE TEACHERS DURING A STUDY ABROAD EXPERIENCE
(Panel)
Presenters:
Dr. Sherie Williams (Chair)
Associate Professor
(269) 731-2788
Dr. Sandra L. Miller
Associate Professor
(616) 844-2629
Katie Holder
Student
Rachael Gonsior
Student
Grand Valley State University
College of Education
920 Eberhard Center
301 W. Fulton
Grand Rapids, MI 49504
~ 60 ~
Research supports the notion of education becoming more culturally diverse for teachers and students with
teachers needing the skills and dispositions necessary to effectively teach in these classrooms. According to
Cushner and Brennan (2007):
There are several compelling reasons for teacher-education programs to include field experiences in
intercultural or international settings in the preservice curriculum. Schools of education today are preparing
professionals to teach in a world that is much flatter, interconnected and more complex than in the past –
and these professionals will serve an increasingly diverse population of learners. Therefore, graduates of
education schools must be equipped to address a range of needs in their classrooms, and they must have
the necessary disposition, knowledge and skill to prepare their pupils to function in a global society (p. 4).
Some programs are finding challenges in effectively evaluating student performance due to culture
differences and expectations of teachers. Grand Valley State University is included in this population and is finding
difficulties in evaluating pre-service teachers in a consistent manner due to the different expectations of teachers in
other countries. Therefore, preparing students to meet the expectations of their overseas placements is crucial to
their success. Consequently, the importance of pre-departure area specific training is coming to the forefront.
Key words: Study abroad, assessment
Region: USA
Room 350 (2:30 – 3:50)
DIFFERENT PERSPECTIVES AT THE INTERSECTION OF GLOBALIZATION
AND SUSTAINABLE DEVELOPMENT
(Panel)
Presenters:
Pradeep Chowdhry, Ph.D.
Professor of Management
Eastern Michigan University
300 W. Michigan Avenue
511 Gary M. Owen Building
Ypsilanti, MI 48197
(734) 487-4419
Addressing Global Sustainable Development Issues through a University-wide Interdisciplinary Experiential
Curriculum
Carol Haddad, Ph.D. (chair)
Professor of Technology Studies
Eastern Michigan University
School of Technology Studies
122 Sill Hall
Ypsilanti, MI. 48197
(734) 487-1161
Appropriate Technology and Sustainable Development: a Multidisciplinary Values Framework
Diana Wong, Ph.D.
Professor of Management
Eastern Michigan University
511 Gary M. Owen Building
300 W. Michigan
Ypsilanti, MI 48197
(734) 487-6823
Conceptual Approaches and Pedagogical Practices for Curriculum Designs on Environmental Sustainability
~ 61 ~
Jiang Lu, Ph.D.
Professor of Interior Design
Eastern Michigan University
School of Engineering Technology
206 Roosevelt Hall
Ypsilanti, MI. 48197
(734) 487-2285
Challenge and Change of the Traditional Sustainable Building in China within a Globalization Framework
Panel Abstract:
Faculty members from a variety of disciplines will discuss the ways in which they integrate comparative
perspectives in their courses on sustainable development, sustainable technology, and sustainable business
practices. Their presentations will focus on: sustainable development concepts and values, the development of
curricular frameworks for teaching sustainable development, promotion of student engagement pertaining to
sustainable development, integration of cross-national research on sustainable development into teaching,
challenges and opportunities for global sustainability awareness at a Midwestern university, and pedagogical
approaches to the teaching of comparative sustainable development.
Key words: sustainable development, sustainable technology, sustainable business practices, interior design,
China, globalization, appropriate technology, women and sustainable development, interdisciplinarity, curriculum
development, instructional pedagogy, experiential learning, student engagement
Region: USA, China
Room 352 (2:30 – 3:50)
TEACHER QUALITY AND WORKING CONDITIONS IN POST-YUGOSLAV COUNTRIES
(Panel)
Presenters:
Latika Young (Presentation #1)
Candidate for Ed.M. in International Educational Development
Teachers College, Columbia University
New York, New York
(850) 570-5700
Ghazala Mehmood (Presentation #2)
Candidate for M.A. in International Educational Development
Teachers College, Columbia University
New York, NY
(508) 245-9691
Amritpal K. Sandhu (Presentation #3)
Candidate for M.A. in International Educational Development
Teachers College, Columbia University
New York, NY
(347) 453-4555
Kate Munro (Panel chair; Presentation #4)
Candidate for M.A. in International Educational Development
Teachers College, Columbia University
New York, NY
(319) 651-5287
Panel Abstract:
Teacher Quality and Working Conditions in Post-Yugoslav Countries presents an overview of initiatives to
globalize teacher education and teaching practice in two Post-Yugoslav countries: Bosnia and Herzegovina (BiH)
and the Former Yugoslav Republic of Macedonia (FYRoM). While both countries share many existing educational
~ 62 ~
practices, a legacy of their Yugoslav past, both are also instituting numerous educational reforms in an attempt to
align their systems more closely with the European Union and the Bologna Process. Specifically, this panel
examines challenges both countries face in terms of teacher attraction and retention, teacher pre-service training
and continued professional development, the heavy reliance on part-time or contract teachers, the declining status of
the teaching profession, and the existence of negative selection. The panel then analyzes specific reforms currently
being implemented, including a move toward standardization, nine-year primary education, and the institution of the
Bologna Process at university-level, as well as recommendations for other reforms that would continue to address
the aforementioned challenges, including the adoption of more rigorous mentoring systems and the implementation
of a step salary pay scale. This panel draws from research gathered during a six-country, UNICEF-sponsored study
that examined issues surrounding teacher education and quality in Eastern and Central Europe and the
Commonwealth of Independent States.
Key words: Bosnia and Herzegovina, Former Yugoslav Republic of Macedonia, educational reform
Presentation #1:
The first presentation in this panel provides a general overview of the Post-Yugoslav educational system,
situating this presentation historically and geographically. This regional overview outlines many of the features that
were maintained from the Yugoslav system while also exploring transformations that have occurred in the past two
decades. Many of these educational reforms have been introduced to align the educational systems more closely
with the tenets proffered by the European Union and are being instituted in hopes of bolstering these countries‘
accession into the EU. Using the Post-Yugoslav region as a foundational platform, this presentation then highlights
two Post-Yugoslav countries, FYR Macedonia and Bosnia-Herzegovina, where the bulk of the research for this panel
was performed. Specifically, the presentation examines three particularly significant issues that are undergoing
reforms in both countries: salary structure; higher education policies, including the adoption of the Bologna Process;
and the abundance of part-time and contract teachers. This presentation concludes by profiling the original UNICEFsponsored study, from which the evidence for this panel is drawn.
Keywords: Post-Yugoslav, FYR Macedonia, Bosnia-Herzegovina, Bologna Process, European Union
Presentation #2:
The second presentation in this panel addresses teacher attraction and retention policies in the region with a
focus on Bosnia-Herzegovina and FYR Macedonia. Being able to attract and retain high caliber teachers is very
important for providing quality education to children. The presentation discusses characteristics of the teaching
profession from both countries, some of which make the teaching profession attractive for young graduates, while
others discourage capable young people from joining the profession and result in lowering the morale of the current
teaching force. Policies like mentoring young teachers and providing them with career advancement opportunities
are in place in both countries but not practiced widely. The lack of practice of these policies results in low job
satisfaction among teachers. The presentation also sheds light on the teacher deployment issue in the rural areas of
these two countries and the characteristics of the teaching profession that have given rise to it.
Keywords: mentoring system, teacher deployment, career advancement
Presentation #3:
The third presentation in this panel addresses the status of pre-service training and professional
development for teachers in the Post-Yugoslav region. Quality pre-service teacher education allows for the
development of a qualified, competent teaching force while meaningful, continual professional development aims to
ensure the long-term competence of teaching professionals. The lack of a standardized curriculum, limited practical
training for candidates, and a general focus on content rather than on methodological approaches are challenges
that have been identified with pre-service teacher training programs in the region. These issues will be discussed in
detail, drawing upon specific examples from Bosnia-Herzegovina and FYR Macedonia. Further, since the dissolution
of the former Yugoslavia, the role of international organizations and NGOs has emerged as critical to the
development of the educational infrastructure in countries of the region. Impacts of such organizations include
provisions for professional development for teachers and administrators, grants to schools for implementing specific
programs, and resource grants to individual schools for upgrading physical infrastructure. The important role of these
non-traditional actors in the educational arena of this region will conclude the presentation.
Keywords: pre-service teacher education, professional development, non-governmental organizations
~ 63 ~
Presentation #4:
The final presentation in this panel investigates educational reforms in the region, with a focus on FYR
Macedonia and Bosnia-Herzegovina. Current reforms include a push to train teachers in a wider variety of subjects,
a move towards standardized testing, increased monitoring and evaluation of teachers, and a step salary pay scale
that provides monetary and career incentives to teachers. While some of these reforms have been established to
address country-specific issues, many have been introduced to align the educational systems more closely with
standards of the European Union. Due to the low status of the teaching profession and regional recruitment into
teaching suffering from negative selection, the presentation will include relevant policy recommendations to improve
the teaching profession. The first of these recommendations is to enforce a university scholarship system for
prospective teachers. This would assist with current teacher deployment challenges and provide incentives to enter
the profession. Secondly, the step salary pay scale should be effectively implemented to create career differentials
and incentives for teachers.
Keywords: educational reform, standardization, step salary pay scale, policy recommendations
Plenary Closing Session
4:00 PM – 5:00 PM (Room 310 A/B)
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